scholarly journals Approach Direction Prior to Landing Explains Patterns of Colour Learning in Bees

2021 ◽  
Vol 12 ◽  
Author(s):  
Keri V. Langridge ◽  
Claudia Wilke ◽  
Olena Riabinina ◽  
Misha Vorobyev ◽  
Natalie Hempel de Ibarra
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Visual Information ◽  
Visual Cues ◽  
Body Movement ◽  
Visual Learning ◽  
Learning Tasks ◽  
Sensory Learning ◽  
Overall Ratio ◽  
Deterministic Effect

Gaze direction is closely coupled with body movement in insects and other animals. If movement patterns interfere with the acquisition of visual information, insects can actively adjust them to seek relevant cues. Alternatively, where multiple visual cues are available, an insect’s movements may influence how it perceives a scene. We show that the way a foraging bumblebee approaches a floral pattern could determine what it learns about the pattern. When trained to vertical bicoloured patterns, bumblebees consistently approached from below centre in order to land in the centre of the target where the reward was located. In subsequent tests, the bees preferred the colour of the lower half of the pattern that they predominantly faced during the approach and landing sequence. A predicted change of learning outcomes occurred when the contrast line was moved up or down off-centre: learned preferences again reflected relative frontal exposure to each colour during the approach, independent of the overall ratio of colours. This mechanism may underpin learning strategies in both simple and complex visual discriminations, highlighting that morphology and action patterns determines how animals solve sensory learning tasks. The deterministic effect of movement on visual learning may have substantially influenced the evolution of floral signals, particularly where plants depend on fine-scaled movements of pollinators on flowers.

scholarly journals Approach direction prior to landing explains patterns of colour learning

2018 ◽  
Author(s):  
Keri V. Langridge ◽  
Claudia Wilke ◽  
Olena Riabinina ◽  
Misha Vorobyev ◽  
Natalie Hempel de Ibarra
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Visual Information ◽  
Visual Cues ◽  
Body Movement ◽  
Visual Learning ◽  
Learning Tasks ◽  
Sensory Learning ◽  
Overall Ratio ◽  
Deterministic Effect

SummaryGaze direction is closely coupled with body movement in insects and other animals. If movement patterns interfere with the acquisition of visual information, insects can actively adjust them to seek relevant cues. Alternatively, where multiple visual cues are available, an insect’s movements may influence how it perceives a scene. We show that the way a foraging bumblebee approaches a floral pattern could determine what it learns about the pattern. When trained to vertical bicoloured patterns, bumblebees consistently approached from below centre in order to land in the centre of the target where the reward was located. In subsequent tests, the bees preferred the colour of the lower half of the pattern that they predominantly faced during the approach and landing sequence. A predicted change of learning outcomes occurred when the contrast line was moved up or down off-centre: learned preferences again reflected relative frontal exposure to each colour during the approach, independent of the overall ratio of colours. This mechanism may underpin learning strategies in both simple and complex visual discriminations, highlighting that morphology and action patterns determines how animals solve sensory learning tasks. The deterministic effect of movement on visual learning may have substantially influenced the evolution of floral signals, particularly where plants depend on fine-scaled movements of pollinators on flowers.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR SISWA TERHADAP HASIL BELAJAR MATEMATIKA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 86
Author(s):  
Winner Macson Pandiangan ◽  
Sahat Siagian ◽  
Harun Sitompul
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Homogeneous Population ◽  
Kinesthetic Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar Matematika antara siswa yang dibelajarkan dengan menggunakan Strategi TGT dan Strategi Ekspositori, (2) mengetahui perbedaan hasil belajar siswa yang memiliki Gaya Belajar Kinestetik dan Gaya Berpikir Visual (3) interaksi antara penggunaan Strategi pembelajaran dan Gaya belajar dalam mempengaruhi hasil belajar Matematika siswa. Populasi penelitian ini adalah siswa kelas XI SMK Pharmaca Medan sebanyak 3 kelas dengan jumlah 122 orang. Teknik penarikan sampel dilakukan dengan cluster random sampling. Metode penelitian menggunakan metode quasi eksperimen dengan disain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Syarat ANAVA adalah data berdistribusi normal dengan Lilifors dan data harus memiliki varians populasi homogen dengan uji Bartlett dan uji Fisher. Hasil penelitian diperoleh: (1) hasil belajar Matematika siswa yang dibelajarkan dengan menggunakan Strategi Pembelajaran TGT lebih tinggi dibandingkan dengan menggunakan Strategi Ekspositori, (2) hasil belajar Matematika siswa yang memiliki Gaya belajar Kinestetik lebih tinggi dibandingkan dengan Gaya belajar Visual dan (3) terdapat interaksi antara penggunaan Strategi pembelajaran dengan Gaya belajar dalam mempengaruhi hasil belajar Matematika.  Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar matematika Abstract: This study aims to determine: (1) differences in mathematics learning outcomes between students who are taught using the TGT Strategy and Expository Strategy, (2) knowing the differences in learning outcomes of students who have Kinesthetic Learning Styles and Visual Thinking Styles (3) interactions between uses Learning strategies and learning styles in influencing students' mathematics learning outcomes. The population of this study were 3 class students of Pharmaca Medan Vocational High School as many as 3 classes with a total of 122 people. The sampling technique was carried out by cluster random sampling. The research method uses a quasi-experimental method with 2x2 factorial research design, while the data analysis technique uses two-way ANOVA at a significance level a = 0.05. ANOVA requirements are normally distributed data with Lilifors and data must have homogeneous population variance with the Bartlett test and Fisher's test. The results of the study were obtained: (1) the students 'mathematics learning outcomes that were learned using the TGT Learning Strategy were higher than using the Expository Strategy, (2) the students' mathematics learning outcomes who had a Kinesthetic Learning Style were higher than the Visual learning styles and (3) there were interaction between the use of learning strategies and learning styles in influencing mathematics learning outcomes. Keywords: learning strategies, learning styles, mathematics learning outcomes

scholarly journals PENGARUH STRATEGI PEMBELAJARAN LEARNING CYCLE DAN GAYA BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH DINIYAH TAKMILIYAH AWALIYAH UBUDIYAH KOTA PEMATANG SIANTAR

2019 ◽  
Vol 3 (1) ◽  
pp. 165
Author(s):  
Muhammad Rusli
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cultural History ◽  
Learning Strategies ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Learning Cycle ◽  
Islamic Culture ◽  
Culture History

The purpose of this study was to find out: (1) differences in learning<br />outcomes of Islamic Culture History of students taught with learnig cycle<br />learning strategies with students taught with expository learning<br />strategies, (2) differences in learning outcomes of Islamic Culture History<br />of students who have visual learning styles, auditory and kinesthetic, and<br />(3) the effect of learning cycle learning strategies and student learning<br />styles on the results of learning Islamic Cultural History. The method of<br />this research is quasi-experimental with the population of this study are<br />fourth grade students (four) Madrasah Diniyah Takmiliyah Awaliyah<br />Ubudiyyah 2018/2019 school year consisting of 2 (two) classes. The<br />sample selected cluster random sampling technique in terms of the class<br />with the learning cycle learning strategy is class IV1 with 31 students,<br />while students taught with expository strategies are students of class IV2<br />with 34 students. The instruments of data collection are questionnaires<br />and test results. Technique by analysis of variance (Anova) at = 0.05. The<br />results of this study are: (1) student learning outcomes taught with<br />learning cycle learning strategies ( X = 33.22) higher than student learning<br />outcomes taught with expository learning strategies ( X = 27.94), with<br />Fcount = 89.49 &gt; Ftable = 3.988, (2) student learning outcomes with visual<br />learning styles ( X = 34.26) are higher than student learning outcomes with<br />kinesthetic learning styles ( X = 28.38) and auditory learning styles (( X =<br />27.69), with Fcount = 62.49 &gt; Ftable = 3.988, and (3) there is an interaction<br />between learning strategies and learning styles towards learning outcomes<br />with statistical calculations known Fcount = 47.06 &gt; Ftable = 3.988.

PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR

2019 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Mul Iadi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Scientific Approach

<p>The purpose of this study was to find out: (1) differences in Akidah<br />Akhlak learning outcomes of students taught with scientific approaches<br />with students taught with contextual approaches, (2) differences in<br />learning outcomes Akidah Akhlak students who have visual, auditory and<br />kinesthetic learning styles, and (3) the influence of the scientific approach<br />and student learning styles on the learning outcomes of Akidah Akhlak.<br />This research method is quasi-experimental with the population of this<br />study are students of class VII (Seven). The sample was chosen into two<br />classes with cluster random sampling technique, in this case selected for<br />the experimental class with a scientific approach is class VIIa with the<br />number of students 31, while for the control class that is the contextual<br />approach is class VIId with the number of students 34. Instruments of data<br />collection is a questionnaire and test of learning outcomes. The technique<br />by analysis of variance (Anava) at "α" = 0.05. The results of this study are:<br />(1) student learning outcomes taught with scientific approach (= 33.5)<br />higher than student learning outcomes taught with contextual approaches<br />(= 28,7), with Fcount = 68,10&gt; Ftable = 3.988 , (2) student learning<br />outcomes with visual learning style (= 34.21) higher than student learning <br />outcomes with kinesthetic learning styles (= 28.38) and auditory learning <br />styles (= 27.69), with Fcount = 79,32 &gt; Ftable = 3.988. And (3) there is an<br />interaction between learning strategies and learning styles towards<br />learning outcomes with statistical calculations known F count = 30,16&gt;<br />Ftable = 3.988. Further test calculations using the Scheffe test also showed<br />a significant difference between student learning outcomes taught by the<br />scientific approach and the contextual approach (CTL) as well as student<br />learning outcomes with visual, auditory and kinesthetic learning styles.</p>

Auditory signal dominates visual in the perception of emotional social interactions

2012 ◽  
Vol 25 (0) ◽  
pp. 112 ◽  
Author(s):  
Lukasz Piwek ◽  
Karin Petrini ◽  
Frank E. Pollick
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Visual Information ◽  
Visual Cues ◽  
Body Movement ◽  
Visual Signal ◽  
Auditory Signal ◽  
The Face ◽  
Point Light ◽  
Multimodal Perception

Multimodal perception of emotions has been typically examined using displays of a solitary character (e.g., the face–voice and/or body–sound of one actor). We extend investigation to more complex, dyadic point-light displays combined with speech. A motion and voice capture system was used to record twenty actors interacting in couples with happy, angry and neutral emotional expressions. The obtained stimuli were validated in a pilot study and used in the present study to investigate multimodal perception of emotional social interactions. Participants were required to categorize happy and angry expressions displayed visually, auditorily, or using emotionally congruent and incongruent bimodal displays. In a series of cross-validation experiments we found that sound dominated the visual signal in the perception of emotional social interaction. Although participants’ judgments were faster in the bimodal condition, the accuracy of judgments was similar for both bimodal and auditory-only conditions. When participants watched emotionally mismatched bimodal displays, they predominantly oriented their judgments towards the auditory rather than the visual signal. This auditory dominance persisted even when the reliability of auditory signal was decreased with noise, although visual information had some effect on judgments of emotions when it was combined with a noisy auditory signal. Our results suggest that when judging emotions from observed social interaction, we rely primarily on vocal cues from the conversation, rather then visual cues from their body movement.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN MIND MAP DAN EKSPOSITORI DENGAN GAYA BELAJAR TERHADAP HASIL BELAJAR TEKNOLOGI PERKANTORAN

2020 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Darmauli .
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Map Learning ◽  
Technology Learning ◽  
Kinesthetic Learning ◽  
Technology Students

Abstrak: Tujuan penelitian adalah Perbedaan hasil belajar Teknologi Perkantoran antara siswa yang diajar dengan strategi pembelajaran Mind Map dan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, Perbedaan hasil belajar Teknologi Perkantoran antara siswa yang memiliki gaya belajar visual dengan yang memiliki gaya belajar kinestetik, dan interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Teknologi Perkantoran. Populasi penelitian ini adalah seluruh siswa kelas X, berjumlah 145 orang yang berasal dari 4 kelas. Teknik penarikan sampel dilakukan dengan cluster random sampling. Metode penelitian yang menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi α = 0,05. Temuan penelitian menunjukkan bahwa: hasil belajar Teknologi Perkantoran siswa yang diajar dengan strategi pembelajaran Mind Map, lebih tinggi dari pada hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar Kinestetik lebih tinggi daripada hasil belajar siswa yang memiliki gaya belajar Visual, terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Teknologi Perkantoran . Perhitungan uji lanjut dengan uji Scheffe menunjukkan hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar kinestetik lebih tinggi bila diajar dengan strategi pembelajaran Mind Map, sedangkan hasil belajar Teknologi Perkantoran siswa yang memiliki gaya belajar visual lebih tinggi bila diajar dengan strategi pembelajaran ekspositori. Kata Kunci:strategi pembelajaran, mind map, ekspositori, teknologi perkantoran Abstract: The research objectives are: differences in office technology learning outcomes between students taught with mind map learning strategies and student learning outcomes taught with expository learning strategies, differences in office technology learning outcomes between students who have visual learning styles with which has a kinesthetic learning style, and the interaction between learning strategies and learning styles on the learning outcomes of office technology. The population of this study was all students of class X, totaling 145 people from 4 classes. The sampling technique is done by cluster random sampling. The research method that uses a quasi-experimental method with a 2 x 2 factorial research design. Data analysis techniques using two-way ANOVA at a significance level α = 0.05. The research findings show that: the learning outcomes of office technology students taught with mind map learning strategies are higher than the learning outcomes of students taught with expository learning strategies, learning outcomes of office technology students who have higher kinesthetic learning styles rather than student learning outcomes that have a visual learning style, there is an interaction between learning strategies and learning styles on learning outcomes of office technology. The calculation of further tests with the scheffe test shows the learning outcomes of office technology students who have higher kinesthetic learning styles when taught with mind map learning strategies, whereas office technology learning outcomes of students who have higher visual learning styles when taught with expository learning strategies. Keywords: learning strategies, mind maps, expository, office technology

scholarly journals Meningkatkan attensi belajar siswa kelas awal melalui media visual

2019 ◽  
Vol 8 (1) ◽  
pp. 17-28
Author(s):  
Husnul Khotimah ◽  
Asep Supena ◽  
Nandang Hidayat
Keyword(s):  
Visual Information ◽  
Visual Learning ◽  
Visual Media ◽  
Learning Material ◽  
Literature Research ◽  
Learning Tasks ◽  
Internet Media ◽  
The Media ◽  
The Subject ◽  
And Control

Penelitian literatur ini bertujuan untuk mencari solusi terkait dengan upaya meningkatan perhatian siswa khususnya ditingkat awal yaitu kelas 1, 2 dan 3 terhadap tugas belajarnya selama proses pembelajaran berlangsung menggunakan media pembelajaran visual. Penelitian ini menggunakan metode tinjauan literatur integratif. Metode ini menggabungkan berbagai artikel berbasis empiris dan penelitian, buku, dan literatur lain yang dipublikasikan tentang penggunaan media visual dalam meningkatkan perhatian belajar siswa kelas awal tersebut. Penelitian literatur ini menyimpulkan: (1) Perhatian adalah proses pemilihan informasi yang dikontrol secara sukarela oleh subjek (sadar), atau dapat karena pengaruh beberapa peristiwa eksternal yang ditangkap indera (tidak sadar); (2) Proses perhatian terjadi melalui seleksi, kesadaran, dan control; (3) Model media visual yang digunakan sebaiknya bervariasi baik media pembelajaran yang dibuat oleh guru maupun media dari internet. Media visual dalam bentuk infografis merupakan model media visual yang paling disarankan; (4) Implikasi dari fungsi media visual terhadap memori penginderaan antara lain: (a) memori pengindera hanya dapat mengolah informasi dalam jumlah terbatas, sehingga media visual yang digunakan untuk menyajikan materi pembelajaran perlu didesain sedemikian sehingga informasi-informasi kunci dapat diterima oleh siswa dengan baik; (b) memori penginderaan yang memiliki daya serap paling tinggi adalah indera penglihatan, sehingga mengkombinasikan sajian informasi visual dapat meningkatkan jumlah informasi yang mampu diterima oleh memori pengindera. AbstractThis literature research aims to find solutions related to efforts to increase the attention of students, especially at the initial level, grades 1, 2 and 3 of their learning tasks during the learning process takes place using visual learning media. This study uses the method of review of integrative literature. This method combines various empirical and research-based articles, books, and other published literature on the use of visual media in increasing the attention of students learning in the early grades. This literature research concludes: (1) Attention is the process of selecting information that is voluntarily controlled by the subject (conscious), or it can be due to the influence of some external events that are sensed (unconscious); (2) The process of attention occurs through selection, awareness, and control; (3) The visual media model used should vary both the learning media made by the teacher and the media from the internet. Visual media in the form of infographics is the most recommended visual media model; (4) The implications of the function of visual media on sensing memory include: (a) memory sensors can only process information in a limited amount, so that the visual media used to present learning material needs to be designed so that key information can be received properly by students; (b) sensing memory that has the highest absorption power is the sense of sight, so combining visual information offerings can increase the amount of information that the sensory memory can receive.

PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR FISIKABAHASA INDONESIA SISWA SMA

2017 ◽  
Vol 10 (2) ◽  
pp. 127
Author(s):  
Bastian Manurung
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Visual Learning ◽  
Homogeneity Test ◽  
Physics Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa.  Kata Kunci: strategi pembelajaran, motivasi berprestasi, bahasa indonasia. Abstract: This study aims to determine the effect of STAD type cooperative learning strategy and cooperative learning strategy of TPS type to physics learning result, influence of learning style to physics learning result, and interaction between learning strategy and learning style to physics learning result. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategy, achievement motivation, indonasia language.

PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR FISIKA

2017 ◽  
Vol 10 (2) ◽  
pp. 114
Author(s):  
Abdul Halim
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Visual Learning ◽  
Homogeneity Test ◽  
Physics Learning ◽  
Significance Level

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran kooperatif tipe STAD dan strategi pembelajaran kooperatif tipe TPS terhadap hasil belajar fisika, pengaruh gaya belajar terhadap hasil belajar fisika, dan interaksi antara strategi pembelajaran dan gaya belajar tehadap hasil belajar fisika. Metode quasi eksperimen dan desain faktorial 2x3 pada taraf signifikansi α=5%. Sebelum uji lanjut dengan uji Scheffe dilakukan uji normalitas Lilifors serta uji homogenitas menggunakan uji F dan uji Barlett. Temuan penelitian ini menunjukkan ada pengaruh strategi pembelajaran terhadap hasil belajar fisika. Hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe STAD lebih tinggi dari pada hasil belajar fisika siswa yang diajar dengan strategi pembelajaran kooperatif tipe TPS. Ada pengaruh gaya belajar terhadap hasil belajar fisika. Siswa yang memiliki kecenderungan gaya belajar auditorial memperoleh hasil belajar fisika lebih tinggi dibandingkan hasil belajar fisika siswa yang memiliki kecenderungan gaya belajar visual dan gaya belajar kinestetik. Serta terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar fisika siswa.  Kata Kunci: strategi pembelajaran, gaya belajar, hasil belajar fisika Abstract: This study aims to determine the effect of STAD type cooperative learning strategies and cooperative learning strategies of TPS type to the results of physics learning, the influence of learning styles on the learning outcomes of physics, and the interaction between learning strategies and learning styles tehadap the results of physics learning. Method of quasi experiment and 2x3 factorial design at significance level α = 5%. Before the advanced test with Scheffe test is done Lilifors normality test and homogeneity test using F test and Barlett test. The findings of this study indicate that there is an influence of learning strategies on physics learning outcomes. The result of student physics learning taught by STAD type cooperative learning strategy is higher than the students' physics learning result which is taught by cooperative learning strategy of TPS type. There is an influence of learning styles on the learning outcomes of physics. Students who have a tendency of auditorial learning style to obtain the results of physics learning is higher than the results of physics learning students who have a tendency of visual learning style and kinesthetic learning style. And there is an interaction between learning strategies and learning styles to student physics learning outcomes. Keywords: learning strategies, learning styles, physics learning outcomes

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR MENGGAMBAR TEKNIK

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Novidawaty Tambunan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Visual Learning ◽  
Map Learning ◽  
Significance Level ◽  
Quasi Experimental ◽  
Drawing Technique

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar Menggambar teknik 1 antara siswa yang diajar dengan strategi pembelajaran Mind Map dan strategi pembelajaran ekspositori, (2) Perbedaan hasil belajar Menggambar teknik 1 antara siswa yang memiliki gaya belajar visual dengan kinestetik, (3) interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Menggambar teknik 1. Metode penelitian yang menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: (1) hasil belajar Menggambar teknik 1 siswa yang diajar dengan strategi pembelajaran Mind Map, lebih tinggi dari pada strategi pembelajaran ekspositori; (2) hasil belajar Menggambar teknik 1 siswa yang memiliki gaya belajar Kinestetik lebih tinggi daripada gaya belajar Visual; (3) terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Menggambar teknik 1. Kata Kunci: strategi pembelajaran, gaya belajar, menggambar teknik Abstract: This study aims to determine: (1) Differences in learning outcomes Drawing techniques 1 between students taught with Mind Map learning strategies and expository learning strategies, (2) Differences in learning outcomes Drawing techniques 1 between students who have visual learning styles with kinestetik, (3) interaction between learning strategy and learning style to learning result Drawing technique 1. Method research using quasi experimental method with 2 x factorial research designs 2. Data analysis technique using two-way ANOVA at significance level α = 0,05. The results showed that: (1) learning result Drawing technique 1 students taught by Mind Map learning strategy, higher than expository learning strategy; (2) learning outcomes Drawing techniques 1 students who have a higher learning style Kinesthetic than Visual learning style; (3) there is an interaction between learning strategies and learning styles on learning outcomes Drawing technique 1. Keywords: learning strategy, learning style, drawing technique

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