Auditory Learning Styles Research Articles

Hubungan antara Gaya Belajar Siswa dengan Pendekatan Pembelajaran Multiple Intelligences

Learning style refers to a student's preferences in obtaining and processing information, whether through sight, hearing, or physical movement. Meanwhile, the Multiple Intelligences learning approach is a learning approach that combines various aspects of learning, including combining several learning styles in the learning process. This research aims to determine the relationship between students' learning styles and Multiple Intelligences learning approaches on learning outcomes in mathematics subjects. The learning styles observed in this research are visual learning style, auditory learning style, and kinesthetic learning style. The method used in this research is descriptive analysis, where data is collected through learning style questionnaires filled out by students and the results of the students' Mid-Semester Exams. The collected data was then analyzed to see the relationship between learning styles and students' Multiple Intelligences approach. Based on the results of data analysis in two schools, it was found that students at SMP Negeri 5 Panukal were dominated by a visual learning style while students at SMK Muhammadiyah 1 Palembang were dominated by an auditory learning style. Meanwhile, students' learning outcomes at these schools are not dominated by certain learning styles. In conclusion, student learning styles have an influence on learning outcomes in mathematics subjects. Students with visual, auditory and kinesthetic learning styles have good learning outcomes. However, students' ability to combine their learning styles has a better impact on their learning outcomes. Therefore, educators need to understand the importance of Multiple Intelligence in the learning process and adapt appropriate learning methods to improve their learning outcomes.

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.

Implementasi Pembelajaran Berdiferensiasi Berbasis Gaya Belajar Peserta Didik Kelas 7 pada Mata Pelajaran Seni Budaya

This study aimed to describe the implementation of differentiated learning based on learning styles in the Seni Budaya subject for 7th-grade students at SMP Negeri 14 Malang and its impact on student learning outcomes and motivation. Employing a qualitative method with a descriptive approach, the research found that differentiated learning can effectively be applied in 7th-grade classes, positively influencing student outcomes and motivation. The implementation spanned a semester, focusing on artistic creation through a project involving traditional dance performances. Students were grouped based on their kinesthetic, auditory, and visual learning styles, allowing tailored engagement with the material. Kinesthetic learners engaged in hands-on activities, auditory learners in listening exercises and discussions, and visual learners in visual aids utilization. Following the traditional dance performances, comprehensive evaluations were conducted, encompassing both formative and summative assessments. This feedback-oriented evaluation aimed at enhancing student skills and understanding. The differentiated learning approach resulted in increased motivation, improved learning outcomes, and the cultivation of character traits consistent with the Pancasila student profile. In conclusion, this study highlights the efficacy of differentiated learning in enhancing academic performance, motivation, and character development. It offers valuable insights for educators seeking to implement student-centered learning strategies effectively.

Analysis of Problem-Solving Abilities in Completing Story Problems on Combination Material Based on Student Learning Styles

Analysis of mathematical problem-solving abilities is a detailed observation effort of students' abilities in solving mathematical problems. Combinations in mathematics cause difficulty in understanding information and getting the main idea of sentences; therefore, knowing students' learning styles helps them choose an appropriate approach. This research aims to describe problem-solving abilities in solving combination material story problems based on the visual, auditory, and kinesthetic learning styles of class XII MIA students. This research uses qualitative methods with research instruments consisting of learning-style questionnaire sheets, test sheets, interview transcripts, and member check sheets. The research subjects consisted of a visual, an auditory, and a kinesthetic student. The research results show problem-solving abilities: 1) visual students understand problems, formulate plans, arrange to problem-solve, and review the results; 2) auditory students understand problems, prepare plans, arrange problem-solving, and review the results; 3) kinesthetic students understand problems, make plans, organize problem-solving, and not check the results. These results show that visual and auditory subjects can answer mathematical problems well and correctly. However, the kinesthetic subject is unable to solve mathematical problems. In conclusion, these results provide a detail that increases students' and teachers' awareness that kinesthetic students need extra support to improve their problem-solving ability.

Analysis of Project-Based Learning Model on the Learning Styles of PPLG SMK Negeri Students in Surakarta

<p dir="ltr"><span id="docs-internal-guid-6d3934c3-7fff-f21d-464d-9069653d7c70"><span>Project-based learning (PjBL) is one of the learning models that can optimize students' learning styles. PjBL provides students with the opportunity to learn actively, independently, and creatively. This study aims to analyze the effect of the PjBL learning model on the learning styles of PPLG SMK Negeri students in Surakarta. This study used a quantitative method with an experimental approach. The research sample was 36 XI grade PPLG SMK Negeri students in Surakarta. This study used the Felder-Silverman learning style instrument to measure students' learning styles. The results of the study showed that the PjBL learning model had a positive effect on students' learning styles. Students who followed PjBL learning were more likely to have kinesthetic, visual, and auditory learning styles. This is because PjBL provides students with the opportunity to learn actively through activities that involve body movement, vision, and hearing. Based on the results of this study, it is suggested that the PjBL learning model can be applied more widely in schools, especially in SMK which have students with various learning styles.</span></span></p>

Implementation of Differentiated Learning on Mathematical Critical Thinking Ability

This research focuses on the differences in mathematical critical thinking skills between students who use differentiated learning strategies and those who use undifferentiated learning strategies. The methodology used in this research is experimental research using the nonequivalent posttest-only control group design. The participants of this study consisted of X-1 and X-3 students at SMA Negeri 1 Mantup with 30 students in each class. Each class was divided into 5 groups with the number of each group of 6 students. The data used in this study came from instruments in the form of a questionnaire that assessed students' learning styles in the experimental class, as well as a post-test that measured mathematical critical thinking skills. The posttest used consists of three essay questions covering 4 critical thinking indicators, namely interpreting, analyzing, evaluating, and inferring. The scores obtained by students will be assessed using the T test or independent samples T test. Based on the research findings, 3 learning style groups were obtained with 14 students of visual learning style, 8 students of auditorial learning style, and 8 students of kinesthetic learning style, respectively. For the post-test results of each class showed that there were differences in mathematical critical thinking skills between students who received differentiated learning and students who received undifferentiated learning with a t value of 2.781 exceeding the t table value of 2.001 which means there is an influence between differentiated learning on mathematical critical thinking skills.

Identification of Student Learning Styles in Implementing Differentiation Learning in Thai Islamic Schools

This study aims to determine students’ learning styles in differentiation learning. The learning styles in question are visual, auditory and kinesthetic. This type of research includes qualitative descriptive. The subjects in this study were 50 students of Eakkapapsasanawich Islamic School Thailand in two classes. This data was obtained through observation, interviews and questionnaires. The results showed that male students had a visual learning style of 48%, an auditory learning style of 25%, and a kinesthetic learning style of 27%. Female students had a visual learning style of 36%, an auditory learning style of 43% and a kinesthetic learning style of 21%. That showed that the learning styles of students in Thai Islamic Schools are very diverse. That is a challenge for teachers in applying differentiation learning.

Ambient Music Dalam Pembelajaran (Studi Eksperimen Terhadap Konsentrasi Dan Hasil Belajar Mahasiswa Pada Mata Kuliah Genetika)

The purpose of this research is to determine the influence of ambient music on the concentration levels and learning outcomes of students with an auditory learning style in the genetics course. This study is quasi experimental research using a monomethod Multistrand Design with sequential data collection. The first stage of data collection was conducted to obtain data on auditory learning styles in students, which were later divided into two groups (experimental and control). The sampling technique in this study was done randomly. Based on the Slovin formula, the research sample size was determined to be 77 participants for collecting learning style data. Subsequently, from the 77 participants, 26 students with an auditory learning style were identified. Data were collected using a learning style questionnaire, the Army Alpha Intelligence Test, and exams. Based on hypothesis testing using the t-test, the concentration level of student learning showed a Sig. (2-tailed) t-test value of 0.023, and the student learning outcomes showed a Sig. (2-tailed) t-test value of 0.035, both <0.05. The results of the study indicate that the provision of ambient music in learning can have a positive impact on the concentration levels and learning outcomes of students in the genetics course.

Role of Gender in shaping learning style preferences and academic outcomes of secondary students- a study from Andhra Pradesh, India

Everyone is a continuous learner. The way that we learn differ from person to person which is known as learning style (LS) of a person. Perceptual modalities of learning style points out that learning happens through senses. Accordingly there are six types of learning styles. They are visual, auditory, tactile, kinaesthetic, individual and group learning styles. The researcher studies the major, minor and negligible learning styles of secondary students and influence of gender of the learner on learning styles. The researcher also focus upon the relationship between learning styles and academic achievement of the learner. The researcher followed descriptive survey method for the study and a sample of 2901 secondary school students were considered for the study. The findings of the study point out that Visual and Group learning styles as Major learning style preferences and Auditory, Kinesthetic, Tactile and Individual learning styles as Minor learning style preference. Moreover, gender of the student influences learning style preferences of the students whereas it does not influence the academic achievement of the student. Researcher also establish a positive correlation between learning styles and academic achievement of the students.

STRUKTURAL EQUATION MODEL (SEM) MENGANALISIS JALUR PATH KOMPETENSI DAN KOMPENSASI TERHADAP PRODUKTIVITAS KARYAWAN DI CV. SEMARANG INDAH

The purpose of this study was to analyze and improve students' mathematical critical thinking skills in terms of learning styles in class X MIPA 1 students at SMAN 9 Depok. The research method used in this research is analytical method. The sampling technique used purposive sampling technique. Instruments for collecting data in this study were in the form of a learning style questionnaire and a test of critical thinking skills. All students of class X MIPA 1 were identified with the type of learning style by using learning styles and critical thinking skills tests taken by 6 students representing each type of learning style of 2 students. The test is carried out on the Absolute Value material. Furthermore, the analysis of all data is carried out with the following steps: data reduction stage, data presentation stage, and conclusions. The results showed that: 1) students with visual learning styles were able to overcome indicators at the stage of providing simple explanations and arranging tactics but were less able to meet indicators at the inference stage, 2) students with auditory learning styles were less able to reach the stage of providing simple explanations but were able to in arranging strategies-tactics and inference stages, 3) students with kinesthetic learning styles are able to fulfill all indicators at the stage of giving simple explanations, setting strategies-tactics, and inferences

Profile of Problem Solving System of Linear Equations Two Variables of MTs Al-Khairat Tomini Students Based on Student Learning Styles

This research aims to obtain a description of the problem-solving profile of two-variable linear equation systems of MTs Al-Khairat Tomini students based on the student's learning styles. This type of research is qualitative. The subjects of this research were three students in class VIII B MTs Al-Khairat tomini, each consisting of one student with visual, auditory, and kinesthetic learning styles. Data on student problem-solving was obtained from written tests and interviews. This research shows that the subject (IN) carries out the problem-solving plan by the solution plan questions, and the subject did not recheck the problem-solving because he did not understand how to do it. The subject (MA) carries out the problem-solving plan by the problem-solving plan, and the subject can check and solve questions by checking the written answers again.

Analysis of Visual, Auditory, and Kinesthetic-Based Student Learning Styles in Science Subjects at SMPN 7 Muaro Jambi

The study aims to study and analyze the learning style of students of the eighth grade at SMPN 7 Muaro Jambi, especially in the context of IPA learning. The focus of the study is to identify preferences of student learning style based on three main dimensions, namely visual, auditory, and kinesthetics. This research method uses a descriptive quantitative approach by involving eighth grade students as primary respondents. Research instruments in the form of questionnaires are designed to measure the preferences of students' learning styles according to visual, auditory, and kinesthetic characteristics. The total number of samples observed came from 8 classes with a total of 226 students of the 8th grade. Based on the data processing of the research it is known that the learning style of students on the subject of IPA Class VIII generally in SMPN 7 Muaro Jambi in 2023. A total of 45.13% or 102 respondents were visual in very high categories, as many as 32.74% or 74 auditory respondents with very high Categories and as much as 22.12% or 50 kinesthetic respondents in moderate categories. So from this study it can be concluded that the students of the eighth grade who follow the learning of IPA are more likely to the visual learning style with the highest percentage of 45.15%. The teacher who will teach in the class can adapt the model and learning media that corresponds to the learning style that the student has. The results of this study are expected to provide a better understanding of the learning style of students of the eighth grade at SMPN 7 Muaro Jambi, especially in IPA subjects.

ANALYSIS OF STUDENTS' MATHEMATICAL CRITICAL THINKING SKILLS WITH A REALISTIC MATHEMATICS EDUCATION (RME) APPROACH TO TWO-VARIABLE LINEAR EQUATION SYSTEM MATERIAL

Students must have the ability or potential as well as a good mathematical attitude, such as the ability to solve problem in solving problems in this Systems of Linear Equations in Two Variables material. These abilities include mathematical problems, including the abilities that exist within each student so that they can solve problems in the Systems of Linear Equations in Two Variables material. This research was conducted to find out how students solve and apply two-variable linear equation systems at the 10th-grade high school level in real-world problems. This research also examines real-world problems and students' systematic thinking on how students solve or apply mathematics problems in Systems of Linear Equations in Two Variables material. This data collection was carried out by examining class x level students at MAN 1 JEMBER with research themes that had been implemented. The application criteria used in this research use journal articles on Sinta 2 or Google Scholar which must be published within the last 5 years maximum. After all the data has been collected, the next step is the data processing process which is carried out by analyzing the data on the class x high school level learning model in real life. The purpose of this research is to determine the abilities of students with visual, auditory, and kinesthetic learning styles and to be able to conclude the application of how students solve mathematics problems in Systems of Linear Equations in Two Variables material.

Pengaruh Gaya Belajar Auditori terhadap Pemahaman Pembelajaran Al-Qur’an di TPQ Mambaul Ulum Desa Dagan Lamongan

The purpose of this study was to determine whether there is an effect of auditory learning style on the understanding of learning the Qur'an in 5th grade students of Madrasah Ibtida'iyah at the Mambaul Ulum al-Qur'an Education Park in Dagan Village. This study uses Quantitative methods with the type of case study through the management of instruments in the form of questionnaires, interviews, observations and documentation and a sample of 48 of the 5th grade students. The results showed that there was no effect of auditory learning style on understanding al-Qur'an learning by an average of 20.03% from variable X (Auditory Learning Style) to variable Y (Understanding al-Qur'an Learning).

Science Learning Strategies in Elementary Schools

Science learning is a process that allows students to gain direct experiences, enabling them to enhance their abilities to comprehend, retain, and apply the concepts they have learned. This research method involves a literature review aimed at discussing science teaching strategies for elementary school students in character development. The criteria for scientific articles used as data consist of scholarly articles sourced from national journals published within the past 5 years, from 2018 to 2023. The study reveals various science teaching strategies that can be adapted by elementary school teachers to match the students' characteristics and learning styles, including: 1) Guided Inquiry, 2) Contextual Teaching and Learning (CTL), 3) Project-Based Learning (PjBL), and Outdoor Learning. Factors influencing students' learning outcomes consist of internal and external factors. Students' learning styles constitute an internal factor, encompassing visual, auditory, kinesthetic, and visual-auditory learning styles. External factors include the students' learning environment

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

This research aims to analyze the learning styles of grade 7 students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. This research is a qualitative descriptive study. The subjects of this research were all 7th grade students of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. The data collection technique used in this research is in the form of a questionnaire which will be filled out by research subjects. Then the data will be analyzed quantitatively by calculating the percentage that refers to the three VAK learning styles (Visual, Auditory and Kinesthetic). The results of the learning style analysis of all 7th grade students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year showed that there were 40% Visual learning styles, 23% Auditory learning styles, 31% Kinesthetic learning styles, 2% Visual Kinesthetic learning styles, 1% auditory visual learning is as much as 1% of the auditory kinesthetic learning style and 2% of the visual auditory kinesthetic learning style. From this research, it was concluded that the learning style of students in Class 7 of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year was dominated by the visual learning style at 40% of the total class of students. These differences in student learning style tendencies can be accommodated by conducting differentiated learning so that it can meet student needs and student characteristics.

Dampak Gaya Belajar Siswa pada Konsep Pemahaman Fisika

The COVID-19 pandemic has impacted, changed and forever changed educational institutions from early childhood learning to the adoption of online education at all levels of education. The need for rapidly deployable or deployable strategies requires educators across disciplines to navigate complex logistics and unique situations by immediately employing a variety of instructional technologies through alternative modalities and pedagogical approaches. Some efforts are tried and true, others are unproven and new. Students and instructors are faced with constraints and limitations related to physical work space, as well as challenges and concerns for mental and physical health; all while trying to meet and exceed a number of expectations. Learning styles can be implemented in various learning activities, for example the visual learning style with pictures, and the auditory learning style by listening to the teacher's explanation and friends' opinions (discussing). Understanding student learning styles can make it easier for teachers and educators to choose learning activities and make it easier for students to receive various information.

Penerapan Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Siswa Pokok Bahasan Cahaya Kelas VIII SMP

This study aims to 1) explore how applying differentiated learning methods affects students' learning outcomes, 2) analyze the impact of differentiated learning on student learning outcomes, and 3) determine the impact of implementing differentiated learning on student learning outcomes. This study was conducted with a unique group pretest and posttest design. This study uses pre-treatment testing and post-treatment testing. Data collection in this study was carried out using a test in the form of an experiment. Differentiated learning is applied based on the student's learning style. Visual learning style uses images, auditory learning style uses audio from learning videos, and kinesthetic learning style uses simple training. After applying the differentiated learning method, learning results increased by 38.39% with an N-Gain value of 0.67, showing that the criteria are moderate and applied effectively for students. Based on the hypothesis testing results from the conducted study, P<0.001 was obtained with an effect size of 2.28, indicating a broad classification. Thus, the implementation of differentiated teaching has impacted and influenced the learning outcomes of students specializing in lighting in grade VIII SMP

Learning style preference and the academic achievements of medical students in an integrated curriculum.

Understanding how individuals learn best, known as learning style, is integral to optimizing educational outcomes. This analytical study was conducted among students in their fourth year who finalized their problem-based activities at the College of Medicine, University of Bisha, Saudi Arabia. The visual, aural, read/write, and kinesthetic (VARK) model was adopted to assess individual differences in learning preferences and their correlation with academic achievement in the problem-based learning (PBL)-dependent curriculum. The online self-administered survey was completed by 64 students with a response rate of 79%. Of these, 63.5% were men and 36.5% were women, with a mean age of 21.9 years and a grade point average (GPA) of 3.83. Analysis of learning style distribution revealed that 34.9% preferred visual, 54% preferred auditory, 17.5% preferred read/write, and 90.5% preferred kinesthetic styles. Also, combined learning modalities revealed that 14.3% preferred unimodal, 74.6% bimodal, and 11.1% trimodal approaches. The most frequent unimodal approach was kinesthetic, while auditory/kinesthetic and visual/auditory/kinesthetic were the predominant bimodal and trimodal preferences. No significant differences in GPA were found among students with different selective learning styles or combined learning modalities, as determined by one-way ANOVA and chi-square tests. Spearman's rho correlation revealed a positive correlation between the learning modality and the auditory style (P < 0.001). Also, a negative correlation was identified between reading/writing versus kinesthetic and auditory versus visual learning styles (P = 0.001). However, no significant correlations were identified between grades or GPA and specific learning styles. It can be concluded that the integrated PBL-dependent curriculum adopted at the College of Medicine, University of Bisha, is a suitable teaching modality satisfying different learning styles, but continuous monitoring is crucial.

ANALISIS GAYA BELAJAR SISWA KELAS IV PADA PEMBELAJARAN MATEMATIKA MATERI PENGUKURAN PANJANG DI SDN LEMPONGSARI SEMARANG

This research aims to determine the learning styles of class IV students and the factors that influence the learning styles of class IV students in learning mathematics on length measurement material at SDN Lempongsari Semarang. The approach used in this research is a qualitative approach with descriptive research type. The data collection techniques used were observation, interviews and documentation. The research subjects were the class teacher and 10 class IVA students. The results of the analysis showed that of the 10 research subjects, 7 students had a tendency towards a visual learning style, 2 students had a tendency towards an auditory learning style, and 1 student had a tendency towards a kinesthetic learning style. Factors that influence the learning style of class IV students in learning mathematics on length measurement material at SDN Lempongsari Semarang include: internal factors including: physical factors and external factors including: the teacher's learning method in the classroom which uses the lecture method and the location of class IVA which is next to the stairs go up to the top floor and stairs to go down to the bottom floor