scholarly journals PROFIL GAYA BELAJAR SISWA MELALUI PENDEKATAN KONSTRUKTIVISME DI SMA ANTARTIKA SIDOARJO

2016 ◽  
Vol 6 (2:) ◽  
pp. 53-58
Author(s):  
Nerva Nur Opticia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Active Role ◽  
Good Teaching ◽  
Mathematical Concepts ◽  
Auditory Learning ◽  
Learning Groups ◽  
Time Work ◽  
Data Source

Understanding of mathematical concepts can be controlled well by the students if teachers can make students tend to be active pembelajaran.Untuk approach is needed to make students more active role in learning. One way that could condition the students play an active role in learning is the constructivism approach. This approach begins with giving problems to the students who ultimately students are expected to find their own way of solving the problem. In order for this study could be run better then the teacher should know the learning styles of each Shiva in order to adapt the way of good teaching. Observed learning styles are visual, auditory, and kinesthetic. The data source of this research in X Mipa 5 SMA Antartika Sidoarjo. Of the class was given a questionnaire about learning styles. Then the results of the questionnaire is reduced so that the two subjects are drawn from every learning style. Having drawn six subjects, administered tests problem solving with the criteria for having written a neat, use of symbols in the plant concept, task writing / composing, sensitivity to issues of artistic and understand about the form of the writing / reading From the results of these tests chrosscheked with interview , From the analysis of the test has been obtained, is obtained as follows. Profiles visual learning style has characteristics include in Lesson prefer casual, like raised his voice while reading, more like a lot of theory in practice, dislikes memorize and like math but weak in the count. Profile auditory learning style has characteristics include the time work on the problems less conscientious, like move their lips while reading, more like learning groups, dislike to memorize, like mathematics. Profile kinesthetic learning style has characteristics include the time learning like more prektek, sometimes like moving his lips while reading, more like learning groups, dislike to memorize, dislike math. Keywords: Learning Styles, Constructivist Approach.

scholarly journals Analisis Kemampuan Berpikir Logis Matematis Siswa SMP Kelas VII dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Belajar

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Desi Melatul Fitriyah ◽  
Nonik Indrawatiningsih ◽  
Miftahul Khoiri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Thinking Skills ◽  
Vital Role ◽  
Logical Thinking ◽  
Mathematical Concepts ◽  
Auditory Learning ◽  
Mathematical Problems ◽  
The Subject

<p>Kemampuan berpikir logis memiliki peran penting dalam pemecahan dan pembelajaran konsep matematika dan untuk meningkatkan hasil belajar. Penelitian ini adalah penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan kemampuan berpikir logis siswa kelas VII dalam memecahkan masalah matematika yang ditinjau dari gaya belajar pada pokok bahasan aritmatika sosial. Subjek dalam penelitian ini berjumlah 3 siswa dengan siswa bergaya belajar visual, auditori dan kenestetik. Pengumpulan data menggunakan angket gaya belajar, tes kemampuan berpikir logis, wawancara dan dokumentasi. Berdasarkan hasil penelitian, subjek bergaya belajar visual memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan, tahap menghitung dan tahap menarik kesimpulan. Subjek bergaya belajar auditori memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan, tahap menghitung dan tahap menarik kesimpulan. Sedangkan subjek bergaya belajar kinestetik memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan dan tahap menarik kesimpulan.</p><p> </p><p>The ability to think logically has a vital role in solving and learning mathematical concepts, its to improve learning outcomes. This research is descriptive qualitative research that aims to describe the ability of students to think logically in class VII in solving mathematical problems in terms of learning styles on the subject of social arithmetic. The subjects in this study amounted to 3 students with students learning styles visual, auditory, and kinesthetic. Data collection uses learning style questionnaires, logical thinking skills tests, interviews, and documentation. The results of the study show that three stages of the logical thinking ability with visual learning style subject, namely the connecting stage, the counting stage, and the conclusion drawing stage. Auditory learning style subjects can think logically that is at the classification stage, the connecting stage, the counting stage, and the conclusion drawing stage. Whereas the kinesthetic learning style subject can think logically, that is at the classification stage, the connecting stage, and the conclusion drawing stage.</p>

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

scholarly journals The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

2018 ◽  
Vol 7 (4.15) ◽  
pp. 435
Author(s):  
Cahyo Hasanudin ◽  
Ayu Fitrianingsih ◽  
. .
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Visual Learning ◽  
First Year ◽  
First Year Students ◽  
Auditory Learning ◽  
Data Collection Technique ◽  
Normalized Gain ◽  
Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.  

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 Pemilihan Gaya Belajar untuk Meningkatkan Keaktifan Siswa dalam Pembelajaran Bahasa Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 27-36
Author(s):  
Asih Riyanti ◽  
Sungkono
Keyword(s):  
Learning Styles ◽  
Student Success ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
Learning Objectives ◽  
Psychomotor Development ◽  
Auditory Learning ◽  
Processing Information ◽  
Bahasa Indonesia

Every success in the learning process will affect environmental factors, schools, attitudes, or students themselves. Each student enhances cognitive, affective, and psychomotor development. Student trading has the uniqueness and character of each in the learning process to respond to and understand teaching material or information obtained. Student learning independence can be seen from the achievements of students in responding, solving, and processing information by completing various tasks. Every student has a learning style that is prominent in him, and the teacher must be able to accommodate it. That is to achieve the learning objectives well and effectively. Learning style is the key to student success in learning. There are models (Type) of learning styles (Fleming, 2001), VARK (Visual, auditory, Reading, Kinesthetic) that can increase student activity in learning Indonesian. Students can learn through the senses that they have with a visual learning style that learns from what is seen, students with an auditory learning style that is learning through what is heard, and a kinesthetic learning style that is learning through motion and opening.

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMK NEGERI 2 WATAMPONE

2017 ◽  
pp. 45
Author(s):  
Rusnilawarni Rusnilawarni
Keyword(s):  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Electrolyte Solution ◽  
Hypothesis Test ◽  
Visual Learning ◽  
Instructional Model ◽  
Auditory Learning ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research aims to identify the influence of interaction instructional model and learning style to critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and nonelectrolyte solution. The type of research is quasi-experimental using factorial design 2x3. Population of the research is all of studentsin class X SMK Negeri 2 Watampone school year 2014/2015 consist of 9 class, which amounted to 288 students. The sample is taken by twice of purposive sampling, and the selected classesis X TITL 1 (electric installation technique) and X TITL 2. The Hypothesis test is conducted by SPSS 20 Program using two way Anova. The results of descriptive statistic are average critical thinking ability that students taught using inquiry learning model and cooperative tipe articulation learning are 75.78 and 66.40. Average score critical thinking ability of learners who have learning styles kinethetic, visual and auditory are 73.34, 65.00 and 63.15. The results of this study show that (1) There is no  influence of instructional model to critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking abilityof students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution, (3) There is an interaction between the instructional model and learningstyles in influencing the critical thinking ability of students in class X SMK Negeri 2 Watampone in electrolyte and non electrolyte solution. Tukey HSD test result show that critical thinking ability of learners who have learning styles kinesthetic higher than the learners who have visual and auditory learning styles, and than critical thinking ability of learners who have learning styles visual and auditory learning style is not different.

scholarly journals PROFIL BERPIKIR KREATIF SISWA SMP KELAS VIII DALAM MENYELESAIKAN MASALAH SEGIEMPAT DITINJAU DARI GAYA BELAJAR

KadikmA ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 34
Author(s):  
Egha Fitriyah Ningsih
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Creative Thinking ◽  
Visual Learning ◽  
Test Methods ◽  
School Students ◽  
Auditory Learning ◽  
Interview Methods

The purpose of this study was to describe the creative thinking profile of grade VIII junior high school students in terms of learning styles in solving quadrilateral problems. This research is a descriptive study using a qualitative approach. The subjects of this research were students VIII A at SMPN 1 Genteng, namely two students from each different type of learning style. Collecting data using questionnaires, test methods, and interview methods. Students' creative thinking is categorized into four indicators, namely fluency, flexibility, originality, and elaboration. The results showed that students in visual learning styles could fulfill all indicators of creative thinking, namely fluency, flexibility, originality, and elaboration. Auditory learning style students can fulfill three indicators of creative thinking, namely fluency, originality, and elaboration.

scholarly journals Gaya Belajar Mahasiswa Thailand di Universitas Islam Riau

GERAM ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 27-34
Author(s):  
Muhammad Mukhlis
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Students ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Lecture Material ◽  
Lecture Method ◽  
Good Learning

Learning styles are the ways, attitudes, and habits undertaken by students to gain comfort in learning. In this case, the researcher analyzed the foreign students’ learning style from Thailand who are studying at the Islamic University of Riau. The result of study showed that foreign students’ learning style from Thailand tended to use Kinesthetic learning style. This was based on research findings, learning style that has the highest value of kinestetik with an average of 84.6%, followed by an auditory learning style with an average of 76.9% and then visual learning style with an average of 61.5 %. As the findings in research are: First, for visual learning style students prefered to use the media in the lecture process. They were more able to concentrate when the lecturer explains the lecture material when looking at the face. Students could not memorize the material while listening to music. Students understood the material written on the board rather than read more quickly. Second, for auditory learning style, students prefered their lecturers by using lecture method. Students more easily remembered well the lecture material during the discussion. Students will lose concentration, when they heard a noise. Students prefered to discuss with friends if they find problems learning. Third, for students' kinesthetic learning styles along with. Students were more interested in lectures that are in practice. Students memorized the material while walking more dominant. when studying students could not read quickly. The findings could certainly be an input for educators in order to absorb, organize, and suit the learning strategies with learning styles, so as to show good learning outcomes and will be in accordance with lecture objectives

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