STUDENTS' CRITICAL THINKING ABILITY, CREATIVE AND LEARNING STYLE IN BAHASA INDONESIA LEARNING FOR GRADE IV SD NEGERI 112238 SEPADAN JAYA

Abstract This study aims to describe students 'critical thinking ability, students' creativity skills, and the learning style of grade 4 students at SDN 112238 Sepadan Jaya in Indonesian language lessons. This research uses qualitative descriptive method with a population of all grade 4 students at SDN 112238 Sepadan Jaya in the 2020/2021 school year of 21 students. The variables in this study were students' critical thinking ability, creativity, and learning style which included visual, auditorial and kinesthetic. Data collection techniques using questionnaires and analysis techniques used are descriptive statistics. The results showed that the average grade 4 at SDN 112238 Sepadan Jaya in the 2020/2021 school year in Bahasa Indonesia has the majority ability in the highly critical thinking category, at around 47.6%. Ability majority in the creative category, in percentage about 66.67%. The majority of learning styles are Kinesthetic, students have a tendency to one of the visual, auditory or kinesthetic learning styles, with the average student having a tendency on visual learning style 33.33%, auditory learning style 14.28%, and kinesthetic learning style 52.38%.

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

Chemistry Education Review (CER) ◽

10.26858/cer.v0i0.3878 ◽

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.

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PROSES BERPIKIR KRITIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA REALISTIK MATERI GEOMETRI DITINJAU DARI GAYA BELAJAR

JUPIKA: JURNAL PENDIDIKAN MATEMATIKA ◽

10.37478/jupika.v3i2.670 ◽

2020 ◽

Vol 3 (2) ◽

pp. 51-60

Author(s):

Finsensius Yesekiel Naja ◽

Agustina Mei ◽

Sofia Sa'o

Keyword(s):

Critical Thinking ◽

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Research Subjects ◽

Auditory Learning ◽

Kinesthetic Learning ◽

Mathematical Problems ◽

The Subject ◽

Thinking Processes

The purpose of this study is to describe the profile of students' critical thinking in solving realistic mathematical problems of geometry material in terms of learning styles. This research is a descriptive study with a qualitative approach. Critical thinking in this study refers to critical thinking with FRISCO criteria. In this study, subjects were taken from students of class VII SMP N 2 Ende Selatan. Each student's research subjects have visual, auditory, and kinesthetic learning styles. Data collection is done by providing a Problem Solving Test (TPM) and an interview. The results obtained, subjects who have a visual learning style, critical thinking processes in solving realistic mathematical problems, able to understand problems, the subject has not been able to determine ways to solve problems, the subject has not been able to carry out the settlement and the subject does not re-examine. Subjects who have auditory learning styles, critical thinking profiles in solving realistic mathematical problems are able to understand problems, but the subject does not re-examine. Subjects who have kinesthetic learning styles of critical thinking processes in solving realistic mathematical problems are able to understand problems, are able to plan problems, subjects can carry out well and check the results.

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A secondary School Student’s Critical Thinking Ability Profile in Natural Science Subject Matters Based on Learning Style

INSECTA: Integrative Science Education and Teaching Activity Journal ◽

10.21154/insecta.v1i2.2230 ◽

2020 ◽

Vol 1 (2) ◽

Author(s):

Nur Afdila

Keyword(s):

Critical Thinking ◽

Secondary School ◽

Learning Styles ◽

Learning Style ◽

Natural Science ◽

Visual Learning ◽

Self Regulation ◽

Data Retrieval ◽

Critical Thinking Ability ◽

Thinking Ability

This research aims to describe students' critical thinking ability in science subjects based on learning style. The research method uses qualitative research with phenomenological approaches. The research site was conducted at SMP Muhammadiyah 5 Tulangan Sidoarjo. Data retrieval techniques using tests, questionnaires, and interviews. Data analysis techniques using the Miles & Huberman (2014) model include data reduction, data presentation, verification and conclusions. There are 6 indicators of critical thinking abilities revealed that include interpretation, analysis, evaluation, inference, explanation, and self-regulation (Facione, 2013). The study only used 5 indicators of critical thinking ability without self-regulation, this is because they cannot be revealed in a short time. The results of the study found that (1) indicators achieved in visual learning styles include interpretation, evaluation, and inference, (2) indicators achieved in auditory learning styles namely interpretation, analysis, evaluation, and explanation, and (3) indicators achieved in kinesthetic learning styles namely: interpretation and evaluation. All subjects achieved not same indicators, while the all subjects also did not achieve all indicators of critical thinking ability. Further research is expected to be the efforts of natural science teachers in achieving all indicators of critical thinking ability, among others by doing habituation and consistent in training critical thinking ability.Keywords: Critical thinking ability,Secondary school student’s,Natural Science,Learning Style

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AN ANALYSIS OF THE STUDENT'S ABILITY OF MATHEMATICAL CRITICAL THINKING WITH VISUAL LEARNING STYLES IN LEARNING CYCLE 7E

10.31227/osf.io/pm9a4 ◽

2018 ◽

Author(s):

Rosmaiyadi

Keyword(s):

Critical Thinking ◽

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Learning Cycle ◽

Model Learning ◽

Critical Thinking Ability ◽

A Value ◽

Thinking Ability ◽

The Subject

Critical thinking ability is one manifestation of the learning of mathematics in HOT (High Order Thinking). Based on data in the field that the critical thinking ability of the students is still low. In studying the subject matter, students have different learning styles. This research aims to test the effectiveness of learning model learning Cycle 7E, the influence of learning style against the students ability of critical thinking and analysis of students’ mathematical critical thinking ability in visual learning style. The methods used in this research was Mixed Design Model; the Sequential Explanatory Method. The subject of this research is grade VIII. Collecting data of learning style using questionnaire and mathematical critical thinking ability with tests. And also using Learning Cycle 7E model on the material of the cube and the beams. Quantitative analysis was conducted to test the effectiveness of learning “Learning Cycle 7E” model, and to test the influence of learning style against the ability of mathematical critical thingking. While the analysis of the qualitative done to deepen the results of research on mathematical description of the critical thinking ability of students in visual learning style through interviews. Based on the data analysis, so the conclusion is that Learning Cycle 7E model was effective in improving the ability of mathematical critical thinking, it can be seen the result that the proportion of students who got a value KBKM greater than or equal with KKM = 70 have exceeded 75%, while the average difference test of class experiments and classroom control were t-count=6,497>t-tabel=1,671. this shows that the average students’ mathematical critical thinking ability taught by Learning Cycle 7E more than average than students’ mathematical critical thinking ability taught with conventional learning. Learning styles affect the students’ mathematical critical thinking ability, this is retrieved based on the test results of the Kruskal Wallis with Asym value sig is 0.046 < 0.05. The visual learning style has the best ability of mathematical critical thinking on inference, deductions and interpreting information aspects. While on, assumptions and evaluation of argument aspects have been quite good.

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Pemilihan Gaya Belajar untuk Meningkatkan Keaktifan Siswa dalam Pembelajaran Bahasa Indonesia

Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia ◽

10.31943/bi.v5i1.62 ◽

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.

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Analisis Analisis Berpikir Kritis Siswa SMP dalam Menyelesaikan Soal Pecahan ditinjau dari Gaya Belajar

KadikmA ◽

10.19184/kdma.v11i2.19806 ◽

2020 ◽

Vol 11 (2) ◽

pp. 50

Author(s):

Ayu Imamatul Muslimah

Keyword(s):

Critical Thinking ◽

Learning Styles ◽

Learning Style ◽

Junior High School ◽

Basic Skills ◽

Learning Abilities ◽

Auditory Learning ◽

Interview Method ◽

Kinesthetic Learning ◽

Thinking Processes

In learning activities, one of the efforts that can be done to improve students' learning abilities is to support learning styles that are following the objectives so that learning can be done effectively. This research was conducted at Junior High School 1 Kalisat, located at Jl. Diponegoro 52 Kalisat, Jember. This study aims to describe the students' critical thinking processes in solving fraction problems in terms of visual, auditory and kinesthetic learning styles. Data collection techniques used consisted of learning style questionnaires, critical thinking tests, and interview method. The subjects in this study were 6 students consisting of 2 students who represented visual, auditory, and kinesthetic learning styles. Based on data analysis, the results show that students with a visual and kinesthetic learning style meet five indicators of critical thinking, namely basic clarification, basic skills, concluding, further clarification, and strategies and tactics. Students with auditory learning styles meet the four indicators of critical thinking namely basic clarification, building basic skills, further clarification, and concluding. While students with auditory learning styles are less able to meet the indicators of strategies and tactics. Keywords: Critical Thinking, Learning Styles, Fraction Problems

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Gaya Belajar Mahasiswa Thailand di Universitas Islam Riau

GERAM ◽

10.25299/geram.2018.vol6(2).2051 ◽

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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Kemampuan literasi matematika siswa SMP ditinjau dari gaya belajar

Beta Jurnal Tadris Matematika ◽

10.20414/betajtm.v10i2.121 ◽

2017 ◽

Vol 10 (2) ◽

pp. 222-240

Author(s):

Muhammad Syawahid ◽

Susilahudin Putrawangsa

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Mathematical Literacy ◽

Wrong Answer ◽

Auditory Learning ◽

Kinesthetic Learning ◽

Mathematics Literacy ◽

Level 3 ◽

Math Literacy

[Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kemampuan literasi matematika siswa ditinjau dari gaya belajar. Penelitian ini dilaksanakan di SMPN 1 Mataram kelas VII. Subjek dalam penelitian ini adalah 3 siswa dari 82 siswa kelas VIIIA dan VIIIB yang masing-masing memiliki gaya belajar auditori, visual dan kinestetis. Penelitian ini menggunakan pendekatan kualitatif. Instrumen yang digunakan yaitu angket gaya belajar dan tes kemampuan literasi matematika. Data dianalisis secara deskriptif untuk menggambarkan hasil tes literasi matematika siswa. Hasil penelitian menunjukkan bahwa: 1) Siswa dengan gaya belajar auditori memiliki kemampuan literasi matematika level 4, yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 4 (soal nomor 1 dan 2) meskipun mereka kesulitan dalam menyelesaikan soal literasi matematika dengan level 3 (soal nomor 3 dan 4). 2) Siswa dengan gaya belajar visual memiliki kemampuan literasi matematika level 3 yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 3 (soal nomor 3 dan 4) dan tidak mampu menyelesaikan soal literasi matematika level 4 (soal nomor 1 dan 2). 3) Siswa dengan gaya belajar kinestetis memiliki kemampuan literasi matematika level 4 yang ditunjukkan dengan kemampuan mereka dalam menyelesaikan soal literasi matematika level 4 (soal nomor 1) dan level 3 (soal nomor 3 dan 4). Pada soal nomor 2 (level 4) siswa dengan gaya belajar kinestetis kurang teliti sehingga jawaban yang dihasilkan salah. Kata kunci: Literasi Matematika; Gaya Belajar; Auditori; Visual; Kinestetis [English]: This research aims to describe and analyze student’s mathematic literacy referring to learning style. This research was conducted at SMPN 1 Mataram for VIII class. The subjects are 3 students from 82 students of class VIIIA dan VIIIB who respectively have auditory, visual and kinesthetic learning style. The method used in this research is qualitative. Instruments used in this research are a questionnaire of learning style and tests of mathematical literacy. Data analysis was conducted descriptively to portray students’ mathematics literacy referring to learning styles. This research shows that: 1) The students with auditory learning style are in the 4th level of mathematical literacy, it is indicated by their ability in solving 4th level math literacy problem (question 1 and 2) although they have difficulties in solving 3th level math literacy problem (questions 3 and 4). 2) The students with visual learning styles are in 3rd level of mathematical literacy indicated by their ability to solve 3rd level math literacy problems (questions 3 and 4) and can’t solve the 4th level math literacy problem (questions 1 and 2). 3) The students with kinesthetic learning styles have 4th level of mathematical literacy shown by their ability to solve 4th level of math literacy problems (question 1) and 3rd level (question 3 and 4). They are less accurate in solving question 2 (4th level) so as they have wrong answer. Keywords: Mathematics Literacy; Learning Style; Auditory; Visual; Kinesthetic

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The effect of CTL learning model and learning style on the historical learning outcomes

Harmoni Sosial Jurnal Pendidikan IPS ◽

10.21831/hsjpi.v7i1.29734 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Inda Syahra ◽

Sarkadi Sarkadi ◽

Nurzengky Ibrahim

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Visual Learning ◽

Sampling Technique ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Models ◽

Auditory Learning ◽

School Year

This study aims to obtain the influence of learning models and learning styles on historical learning outcomes. Students are given a CTL and conventional learning model by measuring visual learning styles and auditory learning styles. This type of research is a quantitative study using an experimental method with a 2 x 2 factorial design. The population is all students of class X 2019/2020 school year. The sampling technique used is multistage random sampling. Class X-A as an experimental class and grade X-B as a control class with a total of 70 students construct validity is analyzed by the correlation between items using Product Moment Correlation, and Cronbach's alpha formula tested reliability. The results showed that learning outcomes with the CTL learning model were higher than conventional learning models. While student learning outcomes using visual learning styles are more effective than auditory learning styles. There is a relationship between learning models with learning styles.

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Students' Mathematical Connection Skills Reviewed From Learning Styles

Formatif Jurnal Ilmiah Pendidikan MIPA ◽

10.30998/formatif.v10i1.5474 ◽

2020 ◽

Vol 10 (1) ◽

Author(s):

Ujang Suprianto ◽

Heni Pujiastuti

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Style ◽

Visual Learning ◽

Auditory Learning ◽

Kinesthetic Learning ◽

Mathematical Connections ◽

Significant Difference ◽

Mathematical Connection ◽

Student Learning Styles

The purpose of this study is to determine the distribution of student learning styles, to determine the average mathematical communication skills that have Auditory, Visual, and Kinestatic learning styles. and to find out if there are significant differences in the ability of mathematical connections between students who have auditory, visual, and kinesthetic learning styles. This research was conducted at SMAN 17 Pandeglang in class XII MIPA. The instrument used was in the form of a learning style questionnaire and a test of mathematical connection abilities. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, that the distribution of student learning styles is included in the Auditory learning style of 34% of students, Visual 46% of students, and Kinesthetic 19% of students. By using a scale of 0-50, the average mathematical connection ability of students is 29.58, whereas when viewed from each distribution of learning styles, the average mathematical ability of auditory students is 24.89, visual students 28.33, and kinestatic students 34,40. Based on the results of the analysis with the ANOVA test and t test (Dunnet) that there is a significant difference in the ability of students' mathematical connections between auditory, visual and kinesthetic learning styles with a significant level of ? = 0.05, and the results of the value of Fcount > Ftable = 3.62 > 3,42, where the kinesthetic learning style has higher mathematical connection ability than auditory and visual learning styles.

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