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.

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

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

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

scholarly journals Eksperimentasi Model Pembelajaran STAD Berbantuan Geogebra pada Materi Similaritas Ditinjau dari Gaya Belajar

2017 ◽  
pp. 1
Author(s):  
Wawan Wawan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Method ◽  
Learning Achievement ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Achievement In Mathematics

The objective of this research was to investigate the effect of Learning model of STAD geogebra viewed from learning style. This research used the quasi experimental research method with the factorial design of 2 × 3. The population was entirely the students 4thof Mathematics Education Program Ma’arif Institute of Metro Lampung in Academic Year 2015/2016. The samples of the research were taken by using the cluster random sampling technique. The size of the sample was 50 students consisted of 26 students in the first experimental class and 24 students in the control class. The instruments to gather the data of the research were test of learning achievement in mathematics and student learning styles questionnaire. The data was analyzed by using the two-way analysis of variance with unbalanced cells. The conclusionsof thisresearchwere as follows. (1) The cooperative learning model of STAD Geogebra type resulted in a better learning achievement in mathematics than the Powerpoint-assisted direct learning model. (2) Students with visual learning style have the same achievement with students with auditory learning styles. Students with auditory learning style have the same achievement with students with kinesthetic learning styles. Students with visual learning styles have a better academic achievement than students with kinesthetic learning styles. (3) Difference in achievement of each learning method was not consistent with their respective learning styles and differences between individual learning style also was not consistent in each learning method Keywords: geogebra, power point, STAD

scholarly journals Learning Styles and English Proficiency of Undergraduate EFL Students at One State Islamic University in Sumatera, Indonesia

2019 ◽  
Vol 6 (1) ◽  
pp. 214-228
Author(s):  
Lenny Marzulina ◽  
Nova Lingga Pitaloka ◽  
Aren Dwi Yolanda
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
English Proficiency ◽  
Visual Learning ◽  
Sampling Technique ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Coefficient Corrélation ◽  
Prediction Test ◽  
Efl Students

This study investigated (1) the correlation between each learning style and English proficiency, and investigated (2) the influence of each learning style to English proficiency of undergraduate EFL students of one state Islamic University in Sumatera, Indonesia. The study was in the form of correlational research method. The population of the study was 537 active EFL students. By using purposive sampling technique, there were 82 students involved as participants. The data were gained by using two instruments: Barsch Learning Styles Questionnaire and TOEFL prediction test. The result showed that 1) 34.0% of students preferred in visual learning style, 43% of students preferred in Auditory learning style, and 23% of students preferred in Kinesthetic learning style. 2) the coefficient correlation between visual learning style preference and English proficiency with r-obtained was (0.430). It was higher than r-table (.2565), then Ha1 was accepted and Ho1 was rejected. It indicated that there was a significant correlation between visual learning styles and their English proficiency. 3) The coefficient correlation between Auditory learning style and English proficiency was (0.2565). It was lower than r-table (.2565), then Ho2 was accepted and Ha2 was rejected. 4) The coefficient correlation between Kinesthetic learning styles and English Proficiency was (-0.166). It was lower than r-table (.2565), then Ho3 was accepted, and Ha3 was rejected. It showed that there was no significant correlation between kinesthetic learning style and English proficiency of EFL students. Besides, there was also a significant influence of visual learning style on English proficiency with 18.5% contributions.

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA BERDASARKAN GAYA BELAJAR

2019 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
M Imamuddin
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Content Standards ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Kinesthetic Learning

One of the goals of mathematics learning according to the content standards of mathematics is that students have the ability to solve problems that include the ability to understand problems, design mathematical models, complete models and interpret solutions obtained. So that students from elementary school to university level have been trained in mathematical problem solving questions. However, there are still many weak students in achievement in the field of mathematics such as problem solving skills. One of the factors that influence the weakness of problem solving skills is the learning style. The purpose of this study was to analyze students' mathematical problem solving abilities based on learning styles. The type of this research is descriptive quantitative, with the research subject being students of class VIII MTsN totaling 38 students. The instrument used is Questionnaire and Test the ability to solve mathematical problems. Questionnaires are used to classify student learning styles, while problem solving ability tests are used to analyze students' problem solving abilities. The results of the study concluded that mathematical problem solving abilities of students who had a visual learning style were higher than the mathematical problem solving abilities of students who had audiotorial and kinesthetic learning styles. And the ability of problem solving students who have audiotorial learning styles is higher than students who have kinesthetic learning styles.

scholarly journals Profil Kemampuan Representasi Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Gaya Belajar

2021 ◽  
Vol 11 (1) ◽  
pp. 15-28
Author(s):  
Aula Amalia ◽  
Nurina Happy ◽  
FX Didik Purwosetiyono
Keyword(s):  
Qualitative Research ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
School Students ◽  
Verbal Representation ◽  
Kinesthetic Learning ◽  
Analysis Technique ◽  
Student Learning Styles

This study aims to determaine the profile of the representation ability of juniorhigh school students in terms of learning styles. This type of research wasdescriptive qualitative research. The subjects taken were three junior highschool students of eight grade, each of whom had a visual learning style, andauditory learning style, and kinesthetic learning style. The data was collectedusing a learning style scale, written tests, interviews and documentation. Thedata analysis technique was carried out in 3 stages, reduction, datapresentation, and drawing conclucions or verification. The validity of the dataused time triangulation, comparaing the results of the representation abilitytest with the results of interviews in the first and second stages. The analysiswas developed based on indicators of representational ability by taking inroaccount student learning styles. Based on the results of the analysis, it isknown that subjects with visual, auditory and kinesthetic learning styles havelow verbal representation abilities. 

STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR GEOGRAFI

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Liyusri . ◽  
Julaga Situmorang
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Random Sampling ◽  
Instructional Strategy ◽  
Visual Learning ◽  
Sampling Technique ◽  
Student Acheivement ◽  
Kinesthetic Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan: (1) hasil belajar Geografi siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah (SPBM) lebih tinggi dibandingkan yang dibelajarkan dengan strategi pembelajaran ekspositori (SPE), (2) perbedaan hasil belajar siswa yang memiliki gaya belajar Visual, Auditorial, dan Kinestetik, (3) interaksi antara strategi pembelajaran dan gaya belajar siswa terhadap hasil belajar Geografi siswa. Populasi penelitian adalah siswa kelas XI Ilmu Sosial SMA Negeri 1 Pinangsori. Pengambilan sampel dilakukan dengan Cluster Random Sampling. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2x3. Teknik analisa data yang digunakan teknik ANAVA dua jalur pada taraf signifikan α = 0,05. Hasil penelitian menunjukkan (1) hasil belajar Geografi siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah (SPBM) lebih tinggi dibandingkan yang dibelajarkan dengan strategi ekspositori (SPE); (2) Terdapat perbedaan hasil belajar Geografi siswa yang memiliki gaya belajar Visual, Auditorial, dan Kinestetik; (3) terdapat interaksi antara strategi pembelajaran dan gaya belajar mempengaruhi hasil belajar  Geografi siswa.   Kata Kunci: strategi pembelajaran berbasis masalah dan ekspositori, gaya belajar visual, auditorial, dan kinestetik, hasil belajar geografi   Abstract: This research was aimed to: (1) the student acheivement of Geography who were tought by problem based instructional strategy is higher than that taugh by exspository instruction strategy, (2) the differences of the students acheivements of Geography who have Visual, Auditory and Kinesthetic learning style, (3) the interaction between instructional strategy and learnig style of student acheivement. The population  in this research is all of student grade XI social sciences at Senior High School 1 Pinangsori of Tapanuli Tengah. The sampling technique use in this research is cluster random sampling technique. The research method used was quasi exsperiment with 2x3 factorial designs. Tecnique analyses data was two way ANOVA testing at significance 0,05. The result showed that: (1) student acheivement of Geography who were taught by problem based instructional strategy is higher than that student acheivement who were taught by exspository instruction strategy; (2) there are differences of students acheivements which is as has Visual, Auditory, dan Kinesthetic learning style; (3) there are interaction between instructional strategy and learnig style of student acheivement. Keywords: problem-based learning strategies and expository, visual learning styles, auditory, and kinesthetic learning outcomes geography

scholarly journals PROFIL KEMAMPUAN KOGNITIF SISWA DALAM MENYELESAIKAN SOAL IDENTITAS TRIGONOMETRI KELAS X-1 SMA NEGERI 1 JAYAPURA BERDASARKAN GAYA BELAJAR

2017 ◽  
Vol 5 (2) ◽  
pp. 160
Author(s):  
Fitriani Fitriani
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Cognitive Ability ◽  
Learning Strategies ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Visual Learning ◽  
Research Subjects ◽  
School Students ◽  
Kinesthetic Learning

This study aims to determine the profile of cognitive abilities of high school students in solving trigonometric identity problems based on learning styles. The level of cognitive ability in this research is to remember, understand, apply, analyze, evaluate, and create, while learning style used is visual learning style, auditorial learning style, and kinesthetic learning style. Based on the purpose of this type of research is descriptive research with kulaitatif approach. Subjects in this study were X-1 students of SMA Negeri 1 Jayapura which amounted to 3 people. Subjects taken were one subject with visual learning style, one subject with auditorial learning style, and one subject with kinesthetic learning style, the selection of this subject using purposive sampling technique. The data were collected by using questionnaire of learning style, written test, and interview. Based on the results of research subjects with visual learning styles have the ability to cognitive remember, understand, apply, analyze, evaluate and create. Subjects with auditorial learning style have cognitive abilities to apply and evaluate. subjects with kinesthetic learning styles have a cognitive ability to understand, apply, and evaluate. Learning styles are not the only factors that influence the different cognitive abilities of each subject. Teachers, individual abilities, and the state of the learning environment also influence the differences in cognitive abilities in each subject. The ability of teachers to create diverse learning strategies can develop students' cognitive abilities even when teachers teach in the classroom with students who have different learning styles.

scholarly journals Analisis Pemecahan Masalah Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 6 (1) ◽  
pp. 50-65
Author(s):  
Hesti Febriyanti ◽  
Heni Pujiastuti
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Random Sampling ◽  
Visual Learning ◽  
Sampling Technique ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Research Populations ◽  
Cluster Random Sampling

Abstrak Penelitian ini bertujuan untuk mengetahui pemecahan masalah dari masing-masing gaya belajar yang berbeda. Penelitian ini termasuk dalam penelitian deskriptif-kualitatif. Popuasi yang diambil dalam penelitian ini adalah siswa SMPN 1 Kibin tahun ajaran 2019/2020. Teknik pengambilan sampel penelitian menggunakan teknik cluster random sampling. Instrumen yang digunakan dalam penelitian ini berupa kuesioner, tes, wawancara, dan peneliti. Data mengenai menganalisis pemecahan masalah diambil dari kuesioner dan tes. Hasilnya didapat gaya belajar visual mendominasi. Kemudian 1 siswa dari gaya belajar yang berbeda dijadikan sampel untuk di wawancara. Hasil analisis menunjukkan pemecahan masalah setiap siswa berbeda karena dipengaruhi oleh gaya belajar. Gaya belajar visual dalam pemecahan masalah cenderung menekankan pada soal tes dan mencari informasi yang mendetail untuk memecahkan masalah. Gaya belajar auditorial dalam memecahkan masalah cenderung mengandalkan ingatan ketika pembelajaran. Gaya belajar kinestetik dalam pemecahan masalah cenderung memahaminya terlebih dahulu, kemudian dikonstruksikan dalam kehidupan sehari-hari. Dari hasil tersebut dapat disimpulkan bahwa gaya belajar memegang peranan penting dalam pemecahan masalah. Kata kunci : Pemecahan masalah; Gaya belajar visual; Gaya belajar auditorial; Gaya belajar kinestetik   Abstract This study aims to determine the problem solving of each different learning style. This research is included in descriptive-qualitative research. Populations taken in this study were students of SMPN 1 Kibin 2019/2020 school year. The research sampling technique used cluster random sampling technique. The instruments used in this study were in the form of questionnaires, tests, interviews, and researchers. Data regarding analyzing problem solving is taken from questionnaires and tests. The result is that the visual learning style is dominated. Then 1 student from a different learning style is sampled to be interviewed. The analysis shows that each student's problem solving is different because it is influenced by learning styles. Visual learning styles in problem solving tend to emphasize test questions and look for detailed information to solve problems. Auditory learning styles in solving problems tend to rely on memories when learning. Kinesthetic learning styles in problem solving tend to understand them first, then constructed in daily life. From these results it can be concluded that the learning style plays an important role in problem solving. Keywords: Problem solving; Visual learning style; Auditory learning style; Kinesthetic learning style

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 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

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