scholarly journals PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS ICT DAN GAYA BELAJAR TERHADAP HASIL BELAJAR IPA DAN KETERAMPILAN BERTANYA SISWA SD NEGERI 060798 MEDAN AREA

JURNAL CURERE ◽  
2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Siti Zahara Harahap ◽  
Ulfah Sari Rezeki
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Research Method ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Kinesthetic Learning ◽  
Analysis Technique ◽  
Quasi Experimental

This research aims to find out: (1) Differences in student learning outcomes taught using Camtasia media with conventional media; (2) Differences in student learning outcomes that have visual, auditory and kinesthetic learning styles taught by Camtasia media; and (3) Differences in student learning outcomes that have visual, auditory and kinesthetic learning styles that are learned with conventional media. The population in this study was grade V students of SD Negeri 060798 Medan Area, amounting to 82 students consisting of 3 classes. While the study sample is all 3 classes. The research instrument was in the form of a science learning outcomes test, and a learning style questionnaire. This research method is quasi-experimental hypothesis analysis technique t test; and analysis of variance. The results showed that: (1) Student learning outcomes taught with Media Camtasia 85.26 ± 5.45 (± SD) were higher than learning with conventional media 75.52 ± 5.86 (tcount = 8.147; p = 0.000); (2) There are differences in student learning outcomes that have visual, auditory and kinesthetic learning styles that are learned with Media Camtasia (Fcount = 24,964; p = 0,000); (5) there are differences in student learning outcomes that have visual, auditory and kinesthetic learning styles that are learned with Conventional media (Fcount = 6.770; p = 0.002).

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>

scholarly journals PENGARUH METODE PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR HADITS SISWA KELAS VII MTS. PESANTREN AR-RAUDHATUL HASANAH MEDAN

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Kairul Anwar ◽  
Harun Sitompul
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Teaching Methods ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Study Data ◽  
Education Outcomes ◽  
Kinesthetic Learning ◽  
Quasi Experimental

Abstrak: Tujuan penelitian ini adalah untuk mengetahui apakah hasil belajar siswa yang diajarkan dengan metode pembelajaran hypnoteaching lebih tinggi dari siswa yang diajarkan dengan metode pembelajaran ekspositori, hasil belajar Hadits siswa yang memiliki gaya belajar visual lebih tinggi dari siswa yang memiliki gaya belajar kinestetik, dan interaksi antara metode pembelajaran dan gaya belajar dalam memberikan pengaruh terhadap hasil belajar Hadits. Metode penelitian menggunakan quasi eksperimen dengan desain penelitian faktorial 2x2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan α = 0,05. Temuan penelitian menunjukkan : (1) hasil belajar Hadits siswa yang diajar dengan metode pembelajaran hypnoteaching lebih tinggi dibandingkan siswa yang diajar dengan metode pembelajaran ekspositori, (2) hasil belajar Hadits siswa yang memiliki gaya belajar visual lebih tinggi dibandingkan dengan hasil belajar Hadits siswa yang memiliki gaya belajar kinestetik, dan (3) Terdapat interaksi antara metode pembelajaran dan gaya belajar dalam mempengaruhi hasil belajar Hadits siswa. Siswa yang memiliki gaya belajar visual memiliki hasil belajar lebih tinggi jika dibandingkan dengan siswa yang memiliki gaya belajar kinestetik yang di ajar dengan metode pembelajaran hypnoteaching. Kata Kunci: metode pembelajaran dan gaya belajar terhadap hasil belajar hadits Abstract: The purpose of this study was to determine whether the learning outcomes of students who are taught by the teaching methods hypnoteaching higher than students taught with methods expository, learning outcomes Hadith students who have a visual learning style higher than students who have a kinesthetic learning style, and interaction between teaching methods and learning styles in giving effect to the learning outcomes Hadith. The research method using a quasi-experimental design with a 2x2 factorial study. Data were analyzed using ANOVA two lanes on the significant level α = 0.05. The findings show: (1) the learning outcomes Hadith students who are taught by the teaching methods hypnoteaching higher than students taught with methods expository, (2) learning outcomes Hadith students who have a visual learning style more than in the learning outcomes Hadith students who have kinesthetic learning style, and (3) There is an interaction between teaching methods and learning styles in influencing student learning outcomes Hadith. Students who have a visual learning style education outcomes are higher when compared with students who have a learning style that kinesthetic learning methods in teaching with hypnoteaching. Keywords: teaching methods and learning styles on learning outcomes hadith

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 Pengaruh penggunaan aplikasi Plantnet dan gaya belajar terhadap hasil belajar

2020 ◽  
Vol 7 (1) ◽  
pp. 12-22
Author(s):  
Anton Adhy Pujianto ◽  
I Nyoman Sudana Degeng ◽  
Sugito Sugito
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Research Method ◽  
Science Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Class Discussion ◽  
Science Students ◽  
Analysis Technique

Tujuan dari penelitian ini adalah: 1.) Untuk mengetahui pengaruh penggunaan aplikasi PlantNet terhadap hasil belajar; 2.) Untuk mengetahui pengaruh gaya belajar terhadap hasil belajar; dan 3.) Untuk mengetahui interaksi antara peng-gunaan aplikasi PlantNet dan gaya belajar terhadap hasil belajar IPA siswa kelas VII. Metode penelitian ini menggunakan penelitian eksperimen. Penelitian dilak-sanakan pada tanggal 20 Januari 2020 sampai dengan 14 Maret 2020. Populasi dalam penelitian ini sebanyak 32 kelas dengan jumlah sebanyak 1.088 siswa kelas VII ditiga sekolah yaitu SMP Negeri 2 Gedangan, SMP Negeri 3 Sidoarjo, dan SMP Negeri 4 Sidoarjo. Teknik pengambilan sampel penelitian menggunakan simple random sampling, pengambilan sampel secara acak sederhana melalui nomor undian. Dalam pengambilan sampel didapat 3 kelas eksperimen penggunaan aplikasi PlantNet dan 3 kelas kontrol tanpa aplikasi PlantNet menggunakan diskusi kelas. Teknik analisis data menggunakan Anava dua jalur dengan nilai signifikansi sebesar α = 0,05. Hasil penelitian ini menunjukkan bahwa: 1.) Ada-nya  pengaruh penggunaan aplikasi PlantNet terhadap hasil belajar IPA siswa kelas 7; 2.) Adanya pengaruh gaya belajar terhadap hasil belajar IPA siswa kelas 7; dan 3.) Adanya interaksi antara penggunaan aplikasi PlantNet dan gaya belajar terhadap hasil belajar IPA siswa kelas VII. AbstractThe objectives of this study are: 1.) To determine the effect of using the PlantNet application on learning outcomes; 2.) To determine the effect of learning styles on learning outcomes; and 3.) To determine the interaction between the use of the PlantNet application and learning styles on the learning outcomes of 7th grade science students. This research method uses experimental research. The study was conducted on January 20 until March 14, 2020. The population in this study was 32 classes with a total of 1,088 7th grade students in three schools, namely SMP Negeri 2 Gedangan, SMP Negeri 3 Sidoarjo, and SMP Negeri 4 Sidoarjo. The research sampling technique uses simple random sampling, simple random sampling through lottery numbers. In sampling obtained 3 experimental classes using the PlantNet application and 3 control classes without the PlantNet application using class discussion. Data analysis technique used two-way Anava with a significance value of α = 0.05. The results of this study indicate that: 1.) The influence of the use of the PlantNet application on the learning outcomes of the 7th grade science students; 2.) The influence of learning styles on the results of science learning for 7th grade students; and 3.) There is an interaction between the use of the PlantNet application and learning styles on the learning outcomes of 7th grade science students. 

scholarly journals Pengaruh Penggunaan Pop-Up Book Terhadap Hasil Belajar Siswa Pada Materi Konsep Siklus Air

2021 ◽  
Vol 1 (2) ◽  
pp. 89-97
Author(s):  
Fitriana Khoirun Nisaa' ◽  
Zuanita Adriyani
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Water Cycle ◽  
Student Learning Outcomes ◽  
Student Response ◽  
Class V ◽  
Student Responses ◽  
Quasi Experimental

AbstrakPenelitian ini dilatarbelakangi oleh masalah penggunaan media pembelajaran di Madrasah Ibtidaiyah yang masih kurang bervariasi. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pop-up book terhadap hasil belajar siswa pada materi konsep siklus air, dan respons siswa terhadap penggunaan pop-up book. Metode penelitian ini adalah quasi eksperimen. Sampel penelitian ini adalah Kelas V Sift 1 sebagai kelas eksperimen dan kelas V Sift 2 sebagai kelas kontrol. Hasil analisis data menggunakan rumus korelasi biserial memperoleh hasil rbis (0,711171) rtabel (0,32) untuk taraf signifikan 5% maka H0 ditolak, Ha diterima. Pengaruh penggunaan media pop-up book terhadap hasil belajar siswa pada materi konsep siklus air adalah sebesar 50,41%, dan sisanya dipengaruhi oleh variabel lain. Respon siswa terhadap penggunaan pop-up book adalah sebesar 88,26%, yaitu berada pada kategori sangat baik. AbstractThis research is motivated by the problem of using learning media in Madrasah Ibtidaiyah which is still less varied. This study aims to determine the effect of using pop-up book media on student learning outcomes on the water cycle concept material, and student responses to the use of pop-up books. This research method is quasi-experimental. The sample of this research is Class V Shift 1 as the experimental class and class V Shift 2 as the control class. The results of data analysis using the biserial correlation formula obtained the results of rbis (0.71171) rtable (0.32) for a significant level of 5%, then H0 was rejected, Ha was accepted. The effect of using pop-up book media on student learning outcomes on the water cycle concept material is 50.41%, and the rest is influenced by other variables. Student response to the use of pop-up books is 88.26%, which is in the very good category.

scholarly journals The Relationship Between Learning Styles with Learning Outcome and Scientific Literacy of Islamic Junior High School (MTs) Students in Mataram

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Siti Syifa’un Nufus ◽  
Gito Hadiprayitno ◽  
A Wahab Jufri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Effect Analysis ◽  
The Relationship

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).

scholarly journals PENINGKATAN HASIL BELAJAR SISWA SEKOLAH DASAR PADA MATA PELAJARAN IPA DENGAN PENDEKATAN KETERAMPILAN PROSES SAINS

2018 ◽  
Author(s):  
Nurani Hadnistia Darmawan ◽  
Hilman Hilmawan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
School Curriculum ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Primary School Curriculum ◽  
Improve Student Learning

his research is motivated because the problem of student learning result of fourth grade of SDN Pangestu on science subjects which tend to be low. Though science subjects in elementary school is one of the subjects listed in the primary school curriculum. Science subjects are also subjects that must be tested at the end of school examination (UAS). In the learning process, to optimize student learning outcomes, the teacher must optimize the skills of the science process. This study aims to determine the improvement of student learning outcomes in science subjects by using the approach of science process skills. Research method used is Classroom Action Research (PTK). The results of this study indicate that science learning by using science process skill approach can improve student learning outcomes of grade IV SDN Pangestu. This is seen based on the number of students who scored above the KKM. In the initial test there were 9 students from 30 students or 30% complete. In the 1st cycle there are 20 students from 30 students or 67% complete and in the second cycle there are 28 students or 94% who scored above the KKM.

scholarly journals Pengaruh strategi pembelajaran, gaya belajar, sarana praktik, dan media terhadap hasil belajar patiseri SMK se-Gerbangkertasusila

2015 ◽  
Vol 5 (1) ◽  
pp. 88
Author(s):  
Siti Nurul Aini ◽  
Putu Sudira
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Student Learning Outcomes ◽  
Instructional Media

Penelitian ini bertujuan untuk mendeskripsikan pengaruh strategi pembelajaran, gaya belajar peserta didik, sarana praktik, dan media pembelajaran terhadap hasil belajar Patiseri di SMK SeGerbangkertasusila. Penelitian ini adalah penelitian expostfacto yang bertujuan untuk menjelaskan pengaruh strategi pembelajaran, gaya belajar peserta didik, sarana praktik, dan media pembelajaran terhadap hasil belajar Patiseri di SMK Se- Gerbangkertasusila.. Penelitian ini dilaksanakan di SMK Se-Gerbangkertasusila yang mempunyai program studi patiseri. Sampel penelitian ini sebanyak 337 siswa. Pengumpulan data melalui angket. Analisa data yang digunakan adalah analisi regresi dan korelasi dengan taraf kesalahan 0,05. Hasil penelitian ini adalah sebagai berikut. 1) Sebanyak 51,04% siswa berpendapat bahwa strategi pembelajaran di SMK Se-Gerbangkertasusila berkategori sedang; 65,58% siswa memiliki gaya belajar berkategori sedang; 53,71% siswa berpendapat bahwa sarana praktik berkategori sedang, 47,18% siswa berpendapat bahwa media pembelajaran berkategori sedang; dan 62,31% siswa memiliki nilai di rapor berkategori sangat tinggi. 2)Ada pengaruh positif dan signifikan antara strategi pembelajaran terhadap hasil belajar mereka (rx1y = 0,735; p< 0,005); ada pengaruh positif dan signifikan antara gaya belajar siswa terhadap hasil belajar(rx2y = 0,567; p< 0,005); terdapat pengaruh positif dan signifikan antara sarana praktik terhadap hasil belajar rx3y = 0,222; p< 0,005); terdapat pengaruh positif dan signifikan antara media pembelajaran terhadap hasil belajar (rx4y = 0,735; p< 0,005); terdapat pengaruh positif dan signifikan secara bersama-sama antara strategi pembelajaran, gaya belajar, sarana praktik, dan media pembelajaran terhadap hasil belajar (rx1,x2,x3,x4,y = 0,749; p< 0,005). THE EFFECT OF STUDENT’S LEARNING STRATEGIES, LEARNING STYLES, PRACTICE FACILITIES, AND MEDIA ON LEARNING OUTCOMES OF VOCATIONAL PASTRY AND BAKERY IN GERBANGKERTASUSILAAbstractThis study aimed to describe the effect of student’s learning strategies, learning styles , practice facilities, and instructional media on learning outcomes in vocational pastry and bakery in Gerbangkertasusila.This research is expostfacto research to describe effect of student’s learning strategies, learning styles , practice facilities, and instructional media on learning outcomes in vocational pastry and bakery in Gerbangkertasusila.. This research was conducted at SMK Gerbangkertasusila having patiseridepartment. The sample was 337 students establised using a questionnairetechnique. The data were collected through questionnaires. Data analyze using correlation and regretation with correction 0,05. The results of the study are as follows :1) As many as 51.04 % of students found learning strategies in SMK Gerbangkertasusila being in a fair category; 65.58 % students have a moderate learning style category, 53.71 % of students found the practicum facilitiesbeing in afaircategory; 47.18 % of students found the instructional media being in afaircategory and 62.31 % of students have veryhigh grades in their report books.2) There is a positive and significant correlation between the learning strategies on student learning outcomes in patiseriCatering Skills Program SMK Gerbangkertasusila (rx1y = 0.735, p < 0.005); there a positive and significant correlation between students’ learning styles on learning their outcomes (rx2y = 0.567, p < 0.005), there is a positive and significant correlation between the practicum facilities on students learning outcomes (rx3y = 0.222 , p < 0.005), there is a positive and significant correlation between instructional media on the students’ learning outcomes (rx4y = 0.735, p < 0.005), there is a positive and significant effect oflearning strategies, learning styles, practicum facilities, and instructional media in aggregate on the students’ learning outcomes (rx1,x2,x3,x4,y = 0.749, p < 0.005).

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 The Effect of Brain Based Learning Strategies and Project Based Learning on Mathematics Learning Outcomes in Students of the Kinesthetic Learning Style Group

2019 ◽  
Vol 8 (6S3) ◽  
pp. 373-377
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Kinesthetic Learning ◽  
Quasi Experimental ◽  
Brain Based Learning

Brain-based learning is a concept of strategy to create learning-oriented efforts to empower students' brain potential. Project-Based Learning is a learning strategy that utilizes projects or activities as a center of learning. The purpose of this study was to examine the effect of brain-based learning and project-based learning strategies on student mathematics learning outcomes, especially kinesthetic learning style groups. The quasi-experimental research method is post-test only design, retrieval of learning outcomes data with tests and learning styles using questionnaires and data analysis using ANOVA with t-Dunnet advanced tests. This study found that the mathematics learning outcomes of students who were taught using the Project-Based Learning strategy were higher than those taught by the Brain-Based Learning (BBL) learning strategy especially for students in kinesthetic learning styles. The suitability of investigative activities creates products in project-based learning with the characterization of students' kinesthetic learning styles which are characterized by always touching certain information objects can strengthen the memory of meaningful information and knowledge so as to improve the quality of learning outcomes.

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