scholarly journals PROFILE OF STUDENTS ANALYTICAL THINKING SKILLS IN LEARNING STYLE FOR COMPLETING SUBSTANCE PRESSURE PROBLEMS

2021 ◽  
Vol 3 (1) ◽  
pp. 1-15
Author(s):  
Wirawan Fadly
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Scientific Exploration ◽  
Analytical Thinking ◽  
Direct Explanation ◽  
Visual Style ◽  
Qualitative Descriptive ◽  
Quantitative Descriptive

The skill to think analytically is an important skill for students to have, where the skill to think analytically helps students solve problems in science lessons that require an analytical skill to solve them. The research method is qualitative with a naturalistic design. This research was conducted at some Junior High schools in Ponorogo using the purposive sampling technique. Data were collected using in-depth interviews, observation, and documentation, then analyzed using quantitative descriptive and qualitative descriptive. This study aims to determine the profile of students' analytical thinking skills in solving problem-based problems in the grade 8th at pressure material and determine the pattern of its relationship with scientific exploration. The results showed that: 1) the profile of the analytical thinking skill in terms of the learning styles of students, namely the visual style subjects intend to explain what is known through the direct explanation in more detail, the audiovisual subjects are more likely to form simpler patterns with reasoning patterns generalization and on kinesthetic subjects tend to apply different (unique) concepts, but still have a relationship with the problem, 2) the pattern of the relationship between analytical thinking skills and learning styles, namely the exploration of science, which includes aspects of experience, reasoning, modalities, and the mindset of students. Through the results of this study, it is hoped that it can provide theoretical and practical insights for educators in determining approaches and strategies for achieving science analytical competence according to students' learning styles at school.

scholarly journals STUDENTS’ AWARENESS AND PERCEPTION TOWARDS LEARNING STYLES

2020 ◽  
Vol 20 (2) ◽  
pp. 143
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Siti Rechal Rechal
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Visual Learning ◽  
Language Education ◽  
Sampling Technique ◽  
Learning Goals ◽  
Online Questionnaire ◽  
Research Findings ◽  
Quantitative Descriptive

Learning style is one of the significant elements in learning process that helps students achieve their learning goals. Nevertheless, students should be aware of their own style in learning which make them maximally enhance learning. Therefore, in study, the researcher examined students’ awareness of learning styles and their perception of their learning styles. A quantitative descriptive research was used in this study. Then, the data was collected through online questionnaire distributed for 100 students of fifth semester of English Language Education Department by using random sampling technique. VARK (Visual, Auditory, Reading, and Kinestetic) questionnaire created by Fleming and Likert scales were used to explore the issue under investigation. Findings of the research showed that students had moderate to high awareness of their learning styles. Within the context of this study, this findings were new in a way that it showed students’ perception on learning styles and how it affected their learning experiences. the Moreover, research findings also indicated that students believes that  the learning styles they adopted helped them in achieving their learning goals supported by their learning environment. The result of the study indicated that students preferred visual learning styles.

scholarly journals Kinesthetic Learning Style and Structured Approach to Learning as Most Preferred by Nursing Students

2016 ◽  
Vol 24 (1) ◽  
Author(s):  
Ashley Ali Bangcola
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Group Learning ◽  
Approaches To Learning ◽  
Sampling Technique ◽  
Kinesthetic Learning ◽  
Quantitative Descriptive ◽  
High Level ◽  
A Minor

The learning process has been the focus of numerous studies, but remains complex and affected by many factors. Since hardly any attention has been paid to how students learn and how teachers teach in many institutions, this quantitative descriptive-correlational study was conducted to determine the learning styles and attitude towards learning of nursing students. A sample of 304 nursing students was selected from all the nursing schools in Marawi City, Philippines using stratified proportionate random sampling technique with replacement. Results revealed that the four learning styles (Visual, Auditory, Tactile, and Kinesthetic) were found to have been used by the students simultaneously as major learning styles and most of them expressing a preference for kinesthetic learning style (78%). On the other hand, they expressed a minor and negligible preference for group Learning. The results of the questionnaire on the attitude towards learning revealed a high level of academic comfort and a preference towards structured, spontaneous, and person-centered approaches to learning. The study concludes that out of the six learning styles tested; only group learning style is found to have no significant relationship with the participants’ attitude towards learning. Based on the findings, the researcher recommends that faculty members should take into consideration the differences among the students when designing the course material.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

scholarly journals Development and Validation of Learning Style Scale for E-Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110223
Author(s):  
Nabia Luqman Siddiquei ◽  
Ruhi Khalid
Keyword(s):  
Factor Analysis ◽  
Learning Styles ◽  
Psychometric Properties ◽  
Learning Style ◽  
Structural Equation ◽  
Sampling Technique ◽  
Equation Modeling ◽  
Scale Scores ◽  
Significant Addition ◽  
Development And Validation

The present study aimed to develop an indigenous measure of learning styles for e-learners in Pakistan and to establish its psychometric properties. The objectives of the study were attained via three studies. First, the items for the development of the Learning Style Scale for e-Learners (e-LSS) were generated empirically based on a 5-point Likert-type scale. In Study I, the internal consistency and dimensionality of the measure were determined by sampling 360 e-learners aged from 20 to 40 years through a convenient sampling technique, whereas other demographic characteristics were kept in close consideration. For this purpose, exploratory factor analysis was utilized. In Study II of scale development, the factor structure that emerged in Study I was confirmed via confirmatory factor analysis using structural equation modeling. In Study III, the convergent and divergent validities of the newly constructed scale were established by correlating scores with preestablished scale scores that assess the similar construct (i.e., LSS) and with scores on the discriminant construct (i.e., Solving Problems Survey). The sample for this study consisted of 80 e-learners aged from 20 to 40 years. A total of 29 items were confirmed in the final scale with 8 distinctive factors (namely, visual, auditory, kinesthetic, global, analytical, individual, collaborative, and technological type) with sound psychometric properties. To conclude, the newly constructed scale was a significant addition to assess learning styles particularly of e-learners in the context of Pakistan.

scholarly journals IDENTIFIKASI GAYA BELAJAR MAHASISWA

2016 ◽  
Vol 15 (1) ◽  
pp. 56
Author(s):  
Jeanete Ophilia Papilaya ◽  
Neleke Huliselan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Auditory Learning ◽  
Study Population ◽  
Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

scholarly journals How Effective is Learning Style Material with E-Modules During the COVID-19 Pandemic?

2021 ◽  
Vol 5 (2) ◽  
pp. 307
Author(s):  
Dewa Ayu Made Manu Okta Priantini ◽  
Ni Luh Gede Karang Widiastuti
Keyword(s):  
Research And Development ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Achievement Level ◽  
Quantitative Descriptive Analysis ◽  
Individual Trial ◽  
Data Collection Instrument ◽  
Qualitative Descriptive ◽  
Quantitative Descriptive ◽  
The Individual

The problem behind this research was the lack of learning resources for students in science subjects so that learning outcomes are less than optimal. This research was a research and development (research and development). The research trial subjects were fourth grade students. The data collection instrument used was in the form of an evaluation sheet (questionnaire). The data analysis used qualitative descriptive analysis and quantitative descriptive analysis. The results of the assessment of the e-module product were carried out based on six aspects, namely: content aspects of the field of study / with a percentage of achievement level of 86.00% with a predicate worthy; In terms of the learning design aspect, the percentage of achievement level is 87.60%, predicate worthy; In terms of the learning media aspect with the achievement level percentage of 89.00%, the predicate is feasible; in terms of the individual trial aspect, with the percentage level of achievement of 92.50% the predicate is very feasible; small group trial, with the percentage of achievement level of 94.50%, the predicate is very feasible, and in terms of the field trial aspect, the percentage of the achievement level is 95.50%, the predicate is very feasible. Thus the product in the form of e-module has a good level of validity and is suitable for use in the learning process on the subject force material of science subjects.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2019 ◽  
pp. 41-55
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

scholarly journals Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh

2019 ◽  
Vol 10 (2) ◽  
pp. 26-30
Author(s):  
Md Rezaul Karim ◽  
AKM Asaduzzaman ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam ◽  
Farhana Haque ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Colleges

This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance. Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30

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