scholarly journals MENINGKATKAN KEMAMPUAN BELAJAR MELALUI GAYA BELAJAR SISWA PADA PEMBELAJARAN MATEMATIKA

2020 ◽  
Vol 2 (2) ◽  
pp. 25-37
Author(s):  
Chaira Wati ◽  
Muzakkir Muzakkir
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Learning Mathematics ◽  
Student Questionnaire ◽  
Class Viii ◽  
Student Learning Style ◽  
Banda Aceh

Teacher must understand Students learning style, because the learning style each student in learning mathematics is different. The aim of this study is to determine student learning style in learning mathematics at SMPN 10 Banda Aceh. The methodology use in this study is a descriptive method with a qualitative approach. The data are collected by using observation and questionnaires. The data analysis technique uses percentages and describes. The subjects of this research were the students of class VIII-C SMPN 10 Banda Aceh. The results of observations made in class indicate that students tend to have a visual learning style. Then the results of the student questionnaire showed that their students tended to have a visual learning style. Based on the research results obtained through observations and questionnaires on student learning styles in mathematics in class VIII-C of SMPN 10 Banda Aceh, they are more likely to have a visual learning style.Keywords: Mathematics Learning, Learning Style AbstrakPengetahuan guru tentang gaya belajar siswa sangat penting, dikarenakan setiap siswa memiliki gaya belajar yang berbeda – beda antara satu dengan lainnya. Tujuan dari penelitian ini adalah untuk mengetahui gaya belajar matematika siswa di SMPN 10 Banda Aceh. Metedologi yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Pegumpulan data dilakukan dengan menggunakan instrumen observasi dan angket. Teknik analisis data menggunakan persentase dan mendeskripsikan data yang diperoleh dari observasi dan angket. Subjek penelitian merupakan seluruh siswa kelas VIII-C SMPN 10 Banda Aceh. Hasil observasi yang dilakukan di kelas menunjukkan bahwa siswanya memiliki gaya belajar visual. Hasil angket siswa menunjukkan gaya belajar visual lebih dominan dari gaya belajar yang lain. Berdasarkan hasil penelitian yang diperoleh melalui observasi dan angket gaya belajar matematika siswa kelas VIII-C SMPN 10 Banda Aceh didominasi oleh gaya belajar visual.Kata kunci: Pembelajaran Matematika, Gaya Belajar

scholarly journals Pengaruh Gaya Belajar dan Sikap Siswa pada Pelajaran Matematika terhadap Hasil Belajar Matematika

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Leny Hartati
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Cognitive Learning ◽  
Negative Attitude ◽  
Math Learning ◽  
Significance Level ◽  
Learning Mathematics

<p>This study aims to determine the effect of learning styles and attitudes of <br />students in math on math learning outcomes. The method used is the method Expose Facto. The study sample drawn from a population with affordable proportional random technique, as many as 60 students. The instrument used in this study is a questionnaire instrument to measure learning style variables and variable attitudes of students in math, and test instruments, to measure the outcomes of learning mathematics. The research design used in this study is a 3 x 2 factorial design with three variables consisting of two independent variables, namely cognitive learning styles and attitudes of students in math, as well as the dependent variable, which is the result of learning mathematics. From the <br />data processing obtained the following results: (1) There are differences in mathematics learning outcomes of students who have a visual learning style, auditory and kinesthetic. It is in the show by the price of the F - count of 2,494 with a probability of 0.047 sig (sig &lt; 0.05) at significance level ? = 5 %. (2) The results of the mathematical learning of students who have a positive attitude at a higher math than students who have a negative attitude on math. It is in the show by the price of the F - count of 3,124 with a probability <br />of 0.018 sig (sig &lt; 0.05) at significance level. (3) There is no interaction between the learning styles of students in math attitudes toward math learning outcomes. It is in the show by the price of the F - calculated interaction probability value was 1.621 while sig. for interaction (learning styles * attitude of students in math) of 0.140 (sig &gt; 0.05). </p>

scholarly journals The Effect of Value Clarification Technique Learning Models and Learning Styles on the Achievement Learning Outcomes of Class VIII MTs Al-Hasanah Tanjung Leidong, Labura District

2020 ◽  
Vol 3 (3) ◽  
pp. 1371-1377
Author(s):  
Siti Halimah ◽  
Zulfahmi Lubis ◽  
Saidatun Nisa Nasution
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Average Value ◽  
Class Viii

The purpose of this study was to determine: (1) the influence of the value clarification technique (VCT) learning model on student learning result. (2) Knowing the influence of learning styles on student learning result. (3) Knowing the interaction between learning models and learning styles on student learning result.   The population of this study were students of class VIII MTs Al-Hasanah Tanjung Leidong Labuhan Batu Utara consisting of three classes. The sample chosen for the class with the VCT learning model was class VIII-3 with 30 students, while students who were taught using the expository model were 32 students. The cluster random sampling technique is influenced by analysis of variance at a significant level (α = 0.05) followed by Scheffe. The results of this study are: (1) the average value of students taught with the VCT learning model (= 33.6) is higher than students taught with the expository learning model (= 24.68) with Fcount 0.0023 < Ftable 3,988. (2) The average value of learning outcomes Akidah Akhlak with visual learning styles (= 27.5), auditory (= 29.56) and kinesthetic (= 28.26) with Fcount = 0.068 < Ftable = 3,988. (3) There is an interaction between learning models and learning styles on students' learning outcomes Akidah Akhlak with Fcount 28.96 < Ftable 3,988. Based on the data analysis, it can be concluded that students with visual and auditory characteristics, the appropriate learning model is the VCT, while students with the kinesthetic learning style are expository. The implication is that teachers must be trained in how to understand student learning styles. Thus it is suggested that in planning the learning process the characteristics of students must be considered.

scholarly journals Relationship Between Learning Style With Student Learning Outcomes on Structure and Function of Plants

2021 ◽  
Vol 5 (2) ◽  
pp. 94-105
Author(s):  
Elma Nur Hidayati ◽  
Ara Hidayat ◽  
Ukit Ukit
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Structure And Function ◽  
Correlation Test ◽  
Class Viii ◽  
And Function

Learning styles can make students learn easily, fun, meaningfully that will improve their learning outcomes. This study aimed to determine the correlation between learning styles and student’s learning outcomes in online learning about structure and function of plant. The correlation test method was used and samples were chosen using simple random sampling, consisting of 68 students in class VIII SMPN 2 Pangkalpinang. The data were collected using interview, questionnaire, documentation methods, and analyzed by Pearson product moment correlation test. The results showed that about 72% students in class VIII SMPN 2 Pangkalpinang tended to have a visual learning style and 75% with completed learning-outcomes. The correlation test indicated that there was no significant relationship between learning styles and their learning outcomes, by evidence and determination value of 0.111 more than 0.05 and 3.8% simultaneously. There is no correlation between learning styles and learning outcomes, presumably because learning styles only contribute 3.8% in which other 96.2% were determined by other factors such as teacher motivation and teaching strategies. However, although there is no correlation, learning styles still contribute to student’s learning success. Therefore, it is necessary to conduct further research related to other factors that may affect student learning outcomes.

scholarly journals Analisis Kemampuan Representasi Matematis Siswa SMK Ditinjau dari Gaya Belajar

2020 ◽  
Vol 1 (2) ◽  
pp. 53-59
Author(s):  
Elsa Komala ◽  
Asri Maulani Afrida
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Sampling Technique ◽  
Mathematical Representation ◽  
School Students ◽  
Kinesthetic Learning ◽  
Student Questionnaire

This research aims to describe the mathematical representation abilities of vocational school students in terms of visual, auditory, and kinesthetic learning styles, as well as learning styles that have the best representational abilities in mathematics learning. The research was conducted at SMK Negeri 2 Cilaku Cianjur. The research method used is descriptive research with a quantitative approach. The subjects in this study were all 29 students of class X TKJ 2 with purposive sampling technique. The data used are written tests to reveal mathematical representation abilities, observation and questionnaires to classify students based on learning styles, interviews with students. Data processing used descriptive analysis of the percentage of posttest scores, learning styles by looking at the percentage of observation statements and answers to student questionnaire statements. The results of the data analysis showed that the percentage of achievement of the mathematical representation ability of students with a visual learning style was 71.43% in the sufficient category, students with the auditory learning style 71.25% in the sufficient category, and students with the kinesthetic learning style 73.89% with the sufficient category. The kinesthetic learning style has the best representation ability in mathematics learning with a percentage of 73.89% with a sufficient category.

Identifikasi Gaya Belajar Mahasiswa Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) IKIP Budi Utomo Malang

2019 ◽  
Vol 25 (2) ◽  
pp. 6-11
Author(s):  
Ahmad Ilham Habibi ◽  
Tri Asih Wahyu Hartati ◽  
Purwaning Budi Lestari
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Kinesthetic Learning ◽  
Study Programs ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Student Learning Styles

Lecturers must know and understand the characteristics and learning styles of their students so that their interactions can take place well in the learning and teaching process. However, in reality in the field most of the Lecturers are Educational Study Programs Physical Health and Recreation (PJKR) does not yet know and understand student learning styles optimally. Therefore this study aims to determine the tendency of PJKR student learning styles at IKIP Budi Utomo Malang. This research is a qualitative descriptive study.The instruments of this study were student learning style questionnaires, interview guidelines for lecturers and interview guidelines for students. The results showed that the most dominant PJKR student learning style was the visual learning style with a total of 98 students (63.23%). The next dominant student learning style is the kinesthetic learning style with a total of 23 students (14.84%).The conclusion of this study is that most PJKR students have a visual learning style and some others have kinesthetic learning styles.

scholarly journals Penerapan pembelajaran matematika realistik pada mata kuliah matematika II ditinjau dari gaya belajar mahasiswa Teknik Sipil

2021 ◽  
Vol 9 (2) ◽  
pp. 84
Author(s):  
Bq. Malikah Hr ◽  
Sukandi Sukandi ◽  
Ni Putu Ety Lismaya Dewi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Realistic Mathematics

The research aims to know the effect of realistic mathematics learning in mathematics-II courses seen from the learning styles of Civil Engineering students. This type of research uses a quasi-experimental with a 2 x 3 factorial design. The sample consists of 30 second-semester students of Civil Engineering of Mandalika university of Education. The instruments in the research were a learning style questionnaire and an essay test that contained questions for mathematics II courses. The test of data analysis using two-way analysis of variance. The results showed that the learning method and learning style had a significant effect on student learning outcomes in mathematics II courses. The influence of learning methods was 26.8% and the influence of student learning styles was 37.8%. Based on the marginal average, the average of students with realistic mathematics learning methods was 70.73 and the average of students with conventional methods was 65.93. In a class that was treated with realistic mathematics learning, the average of students with visual learning styles was 75.80, the average of students with auditory learning styles was 70.80 and the average of students with kinesthetic learning styles was 65.60. It was concluded that in mathematics II courses, the application of realistic mathematics learning was effective in improving student learning outcomes and students with visual learning styles had better learning outcomes than students with auditory and kinesthetic learning styles and students auditory learning styles had better learning outcomes than students with kinesthetic learning styles.

scholarly journals Analisis Kesulitan Siswa SMA dengan Gaya Belajar Visual dalam Menyelesaikan Soal HOTS

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Prasetyo Budi Darmono ◽  
Mei Wijayadi ◽  
Nila Kurniasih
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Qualitative Method ◽  
Visual Learning ◽  
Sampling Technique ◽  
Snowball Sampling ◽  
Range Analysis ◽  
The Subject ◽  
Student Learning Style

<p><em>The difficulties of student in solving HOTS problems are caused</em><em> by</em><em> some factors. One of them is student learning style. Student learning styles are divided </em><em>into three types, namely</em><em> visual, auditorial, and kinest</em><em>h</em><em>etic</em><em>s</em><em>. This research focuses on visual learning style. This research uses a qualitative method aiming to d</em><em>e</em><em>scribe the difficulties of student in solving HOTS mathematic problems by visual learning style. The subject was taken using snowball sampling and purposive sampling technique. The data collection techniques were questionnaire, test, interview, and note range. Analysis techniques used on in this research were data reduction, data display and conclusion drawing. The result of this research was student who had a visual learning style got difficulty in using concept at problem with C6 grade. That was because the students were not familiar with HOTS problems.</em><em></em></p>

scholarly journals An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

2019 ◽  
Vol 10 (2) ◽  
pp. 187-200
Author(s):  
Bambang Sri Anggoro ◽  
Safitri Agustina ◽  
Ramadhana Komala ◽  
Komarudin Komarudin ◽  
Kittisak Jermsittiparsert ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Equation Model ◽  
Know How ◽  
Mathematical Anxiety ◽  
High Level

The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety. 

scholarly journals THE STYLE USED BY STUDENTS IN LEARNING VOCABULARY

2018 ◽  
Vol 4 (2) ◽  
pp. 62
Author(s):  
Fithria Ulfani Yuliatin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Qualitative Data ◽  
Visual Learning ◽  
The Other ◽  
Applied Learning ◽  
Descriptive Data ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Mastery Criteria

The purpose of this study is to describe the application of Learning Styles in the vocabulary used by students of SMAN 1 Sakra Timur. To know the percentage of student learning style in vocabulary. Students of grade 2 IPA 1 are less in applied learning styles, students are more sitting and silent, whether they understand what is described or not. In keeping the results of research, conducted data collection using qualitative descriptive. Data obtained from the results of vocabulary and questionnaire tests. On the other hand, the qualitative data comes from student observations as well. Then the data can be seen that students have problems with the vocabulary, from 37 students who are able to achieve it consists of 15 students (40%) able to achieve the Minimum Mastery Criteria with qualifications consisting of 5 students (14%) to Prima, 9 students (24% to Very good, and 10 students (27%) became good, while there were 13 students (35%) who were unable to achieve minimum mastery with poor or failing qualifications. For percentage of learning style preferred by students to learn to use visual learning style, (89%) SS, 3 (8%) S, 1 (2%) TT and nobody chose disagree and strongly disagree. In addition, from the observation, Students are less active to respond to lessons taught due to lack of force learning applied by the teacher.

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

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