Abstract
This study aims to analyze Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students. This research is a descriptive study using a qualitative approach. The subjects of this research are second semester students who have joined the Basic Physics course for Archimedes' Principle, amounting to 46 people. The instrument used was a Kolb's Learning Style (KLS) questionnaire, which consisted of 40 statement items, 8 essay questions about HOTS, and interview guidelines. Based on the results of the study, it showed that from the maximum percentage (100%) in each Kolb's Learning Style (KLS) obtained the combination of diverger and assimilator learning styles as the highest average percentage (65.63%) in solving HOTS questions correctly compared to the other learning styles. It is followed by the accomodator (56.25%), the combination of assimilator and converger (54.17%), diverger (53.41%), assimilator (49.22%), and converger (48.61%). There are differences in Kolb's Learning Style (KLS) in solving HOTS questions for prospective physics teacher students where students still experience errors in answering questions. The forms of incorrect answers given by students include: 1) Objects with a smaller surface area must be sink, 2) Heavy objects must be sink, 3) The amount of water affects the state of floating and sinking, 4) Hollow objects always float, and 5) Objects made of something hard must be sink. Based on the results of this study, it can be concluded that the ability of prospective physics teacher students in solving HOTS questions must be trained by adjusting their learning styles.
Highlights
In physics learning, each student has a different understanding, both in terms of performance level and learning style
Each student has a different understanding, both in terms of performance level and learning style. This difference in learning styles shows the easiest way for students to absorb information during learning and how to organize and process that information into a success in the learning process (Viloria et al, 2019). This is reinforced by a statement stating that knowing a person's learning style is an important indicator in the teaching and learning process to achieve maximum results
In the data that has been analyzed it is known that Kolb's Learning Style (KLS) in solving HOTS questions correctly for prospective physics teacher students shows that from the maximum percentage (100%) in each Kolb's Learning Style (KLS) obtained, a combination of divergent learning styles and assimilator (65.63%) has the highest average percentage compared to other learning styles, followed by accommodator (56.25%), combination assimilator and converger (54.17%), diverger (53.41%), assimilator (49.22%), and converger ( 48.61%)
Summary
Each student has a different understanding, both in terms of performance level and learning style This difference in learning styles shows the easiest way for students to absorb information during learning and how to organize and process that information into a success in the learning process (Viloria et al, 2019). This is reinforced by a statement stating that knowing a person's learning style is an important indicator in the teaching and learning process to achieve maximum results. Diverger style is a combination of elements of Concrete Experience (Feeling) and Reflective Observation (Watching). Some learn with assimilator style, which is a combination of Abstract Conceptualization
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