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

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.

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

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.

The analysis of student kinesthetic learning activity on the materials of Compton and photoelectric effects

This study aims to analyze the kinesthetic learning activities of students on Compton and photoelectric effects. This further involved a qualitative descriptive study, where students of class XII Mathematical and Natural Science 2, State of Madrasah Aliyah in Palu Region (Central of Sulawesi, Indonesia), were the sample population examined, in the odd semester of 2018/2019 academic session. Data was obtained through observation of learning activities, concept understanding tests, interviews and learning style identification questionnaires. The selection of respondents was based on the level of understanding of students’ concept categories. The results of the study showed that students perform kinesthetic learning activities very well, as seen from their endeavors in following the lessons and the results of theoretical understanding assessments, which were observed to be in the high category. Furthermore, the interview evaluated that the students are happy with the kinesthetic learning method carried out as it promoted their understanding and recollection of the content of the material and questionnaires indicate that students have visual, auditory and kinesthetic learning styles. From the performance of Compton and the photoelectric effect, it was shown that students playing as electrodes and electrons (kinesthetic learning style) possess high understanding of the concept in the kinesthetic learning model.

THE ANALYSIS OF STUDENT’S MATHEMATICAL COMMUNICATION IN SOLVING SOLID FIGURES PROBLEMS REVIEWED FROM STUDENT’S LEARNING STYLES IN FIFTH GRADE OF SD NEGERI 4 KUTOSARI IN ACADEMIC YEAR OF 2020/2021

<p>The research aimed to describe the level of student's mathematical communication skills in solving solid figures problems reviewed from learning styles to fifth grade students of SD Negeri 4 Kutosari in academic year of 2020/2021. The research was a qualitative approach with case study method. The results showed that from 21 students in fifth grade, there were 9 students having a visual learning style, 7 students having auditory learning style, and 5 students having kinesthetic learning style. Students with visual learning styles had the best level of mathematical communication skills. Students with auditory learning style had good level. Students with kinesthetic learning styles had sufficient level. To improve student’s mathematical communication skills, the teachers provide learning activities based on student’s learning styles.</p>

Analisis Kesalahan dalam Menyelesaikan Soal Cerita Matematika ditinjau dari Gaya Belajar Siswa

This study aims to describe the errors and the causes of errors in solving mathematics word context problem in the topic of absolute value. Based on Newman’s Error Analysis terms of student’s lerning styles. Error analysis must continue to be carried out so that teachers know the types, causes, and solutions to overcome student errors. This type of research is descriptive qualitative.The research subjects of class X MIA 1 SMAN 1 Janapria academic year 2020/2021 were selected by purposive sampling. To deepen the research results, 2 students were selected from each type of learning style. Data collection techniques used are learning style questionnaire, diagnostic tests, and interviews. Data analysis technique used data reduction, data presentation, and conclusion. Based on the results of the data is (i) students with visual learning style and audits mostly made errors in stage of transformation, process skill, and encoding. While students with kinesthetic learning style mostly made errors in stage of comprehension, transformation, process skill, and encoding, (ii) the causes of mistakes for both students with visual, auditory, and kinesthetic learning styles are that students less understanding of the prerequisite lessons, cannot make mathematical models, and not know the steps to solve problems.

Contribuição de um software livre para o desenvolvimento do raciocínio e memorização de resultados com operações matemáticas simples

A proposta detalhada neste estudo levou os alunos a experimentarem uma alternativa de trabalhar cálculos matemáticos com o apoio do computador. O estudo analisou a utilização do software Tux of Math Command, do Linux Educacional 5.0, em atividades matemáticas com alunos do 4º ano do ensino fundamental e verificar, por meio de um modelo estatístico, se o aplicativo contribui para agilizar o raciocínio dos estudantes e se colabora para a memorização dos resultados da multiplicação simples com o algarismo 5. Tratou-se de uma pesquisa quantitativa desenvolvida em uma escola pública localizada no estado de Minas Gerais. O universo da pesquisa foi composto por vinte e dois alunos. Os dados foram coletados por meio da observação não participante e anotações no diário de campo. Observou-se que, à medida que os alunos retomavam os cálculos, a quantidade de acertos aumentava paulatinamente, enquanto o tempo dispensado para a resolução dos cálculos diminuía gradativamente. Constatou-se que a utilização do software contribuiu para desenvolver o raciocínio dos alunos e ampliar a memorização dos resultados com operações matemáticas simples. O software analisado é mais adequado às crianças que apresentam estilos de aprendizagem visual e cinestésico. The purpose detailed in this study sought to lead students to experience a alternative to work mathematics supported on computer use. The study analyzed the use of the Tux of Math Command software, from Linux Educacional 5.0, in mathematical activities with students of the 4th grade of elementary school, and verify through a statistical model, if the application helps to speeding up students reasoning and if collaborates to memorize the results of simple multiplication with number 5. This is a quantitative research developed in a public school located in the located in the midwest of Minas Gerais State. The universe research was composed of twenty-two students. The data they were collected through observation not participant and notes in field diary. It was observed that as the students resumed the calculations, the number of correct answers increased gradually, while the time used in solving the calculations gradually decreased. It was found that the use of the software contributed to develop students' thinking and setting the results of operations simple math. This analysis software is best suited to children with styles of visual and kinesthetic learning.

Kemampuan Menyelesaikan Soal Cerita Matematika Ditinjau Dari Gaya Belajar Siswa Kelas VII

This study aims to find out the ability to solve math story problems reviewed from the learning style of grade VII students. The type of research used is descriptive research with qualitative approach. The sample class was selected using cluster random sampling techniques and obtained 32 students who were taken 25% of the population, the sample was randomly taken 8 students from each class. The samples obtained were given a study style questionnaire in order to classify the sample into visual, auditorial and kinesthetic learning style categories. The sample that was the subject of the interview and the subject given the test question was selected based on the three categories of study style, which was taken randomly 20% of the sample of each learning style. Students' ability to solve math story problems is reviewed from known learning styles through analysis of students' answers in solving number material story questions and based on interview results. The analysis technique used is descriptive statistical analysis. From the results of the study obtained: The ability to solve math story problems of students with visual learning style, auditory learning and kinesthetic learning is good criteria, less criteria,and less criteria.

Using Chain Massage Game to Support Young Learners’ VAK Learning Style

The research examined the use of a chain massage game to accommodate the visual, auditory, and kinesthetic learning style of the young learners. It discovered how the teacher prepared and implemented the chain massage games, and how it accommodated and profited the visual, auditory, and kinesthetic students learning style. This research was a qualitative study and used observation and interview as the data collection techniques. The result showed that the teacher prepared and applied the chain massage game very well, could control all the students, and did all the steps she planned in applying the game in the class, and the students learned English excitedly. Furthermore, it was revealed that there were four advantages of using chain massage game. The first advantage is that playing the game fosters interaction between the teacher and students, as well as between students and their classmates. Second, instruction becomes more student-centered. Third, engaging students in the teaching-learning process through the chain message game is successful, especially at the elementary level. The fourth advantage is that the chain massage game enables students to practice new vocabulary.

The Process of Students' Mathematical Connection in Solving Mathematical Problems in terms of Learning Styles

The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.