The analysis of dyscalculia that referred to the learning style of fleming and mills theory on matrix materials of MAN 1 Metro students

Abstract

This study aims to: (1) Investigate the learning problems from students, (2) To know the learning styles of students, (3) To identifies the dyscalculia experienced by students on matrix based on their learning styles of Flaming and Mills Theory. The subject of research are students of MIA 6 MAN 1 Metro grade XI, in the 2018-19 Academic Year. The research uses descriptive qualitative method. The results of this research are: (1) the students of class XI MIA 6 had four difficulties of learning mathematics such as (a) spatial disruption: not describing the steps of operating on the answers done, (b) the difficulty of understanding the concept: not making the problem answer correctly, (c) the difficulty of understanding the formulas or symbols: the incomplete of writing formulas the use of false step and the use of wrong formulas and symbols, and (d) the difficulty in calculation: the lack of students accuracy during the operation of the work; (2) students of class XI MIA 6 have four styles (VARK) they are Visual (V): 8 students, Audiotori (A): 13 students, Read-Write (R): 7 students, and Kinesthetic (K): 8 Students, and found students who have combined learning styles of Audiotori and Read-Write (AR): 2 students, Audiotori, Read-Write and Kinestetik (ARK): 1 student, and Visual, Audiotori, Read-Write and Kinestetik (VARK): 1 student; (3) The difficulties of learning mathematics experienced by students are also attributed to their V-A-R-K learning style; Visual students (V): spatial disruption and difficulty of understanding formulas or symbols. Audiotori Students (A): spatial disruption, the difficulty of understanding concepts, and calculations. Read-Write student (R): spatial disruption and the difficulty of understanding formulas or symbols. And Kinesthetic students (K): spatial disruption, the difficulty of understanding concepts, formulas or symbols and calculations.