Auditory Learning Styles Research Articles

Analisis Gaya Belajar Siswa Kelas V Pada Pembelajaran Bahasa Inggris di SD Negeri 106156 Klumpang, Kec Hamparan Perak

The aim of this research is to analyze students' learning styles in learning English in class V of SD Negeri 106156 Klumpang, Kec. Silver Overlay 2021/2022 academic year. This research is a descriptive research. The population in this study were all class V students of SD Negeri 106156 Klumpang, Kec. Silver Expanse with a total of 48 students. The technique used in sampling is total sampling, namely the technique of determining the sample when all members of the population are used as samples. The data collection techniques for student learning styles in learning English in class V SD 106156 Klumpang, Kec. Hamparan Perak uses a Likert scale questionnaire consisting of 15 statements that have been validated by expert lecturers. The results showed that the analysis of learning styles on visual learning style indicators was in the very dominant category of students with an average percentage of 75.10% and an average value of 15.02. In the auditory learning style indicator, students are very dominant in the category with an average percentage of 75.93% and an average score of 15.19. In the kinesthetic learning style indicator, students are in the dominant category with an average percentage of 64.89% and an average score of 12.98. So it can be analyzed that students' learning styles in learning English in class V of SD Negeri 106156 Klumpang, Kec. Silver Overlay is the more dominant auditory learning style because it obtains higher average scores and percentages than the visual and kinesthetic learning styles.

PEMETAAN GAYA BELAJAR DALAM PEMBELAJARAN BERDIFERENSIASI PESERTA DIDIK KELAS IVB SD NEGERI SAWAH BESAR 01 SEMARANG

The purpose of this study was to describe and map the learning styles of students in class IVB SDN Sawah Besar 01 Semarang. The approach used is a descriptive qualitative approach. Data collection techniques in this study used observation, interviews, and questionnaires. The credibility checking technique uses triangulation techniques. Data analysis through data reduction, data display, and verification processes. The sampling technique used purposive sampling. The results of the study of student learning styles, the researcher at the time of the research distributed the student learning style questionnaire with a total of 28 students and the number of questions in the questionnaire 30 items. The results of this study indicate that based on filling out the student learning style questionnaire it can be concluded that the learning styles of class students IVB SD Negeri Sawah Besar 01 Semarang has 53% which means 15 students have a visual learning style, then 36% means 10 students have an auditory learning style and 11% which means 3 students have a kinesthetic learning style. Various learning styles in one class can be used as a guide by the teacher in implementing differentiated learning.

Learning styles as determinants of self-efficacy in children of primary school age

The paper presents the results of research conducted on a sample of 126 students from the seventh to the ninth grade of the Elementary School in Mostar. The theoretical part of the paper discusses learning, learning styles and student self-efficacy. The aim of the work was to examine whether learning styles are a significant predictor for the development of self-efficacy in elementary school-age children, and we also examined gender differences in learning styles and self-efficacy. The results we obtained suggest that learning styles are significant determinants for explaining self-efficacy when it comes to auditory learning style. Thus, the results indicate that auditory style as a dimension of learning style is a significant determinant of self-efficacy (F3/109=3.00 p < 0.05, β =0.247, p< 0.05), while kinesthetic and visual style are not statistically significant predictors. Also, the results indicated that there is a statistically significant difference in self-efficacy with regard to gender. The self-efficacy of male and female students differs statistically significantly, p< 0.05, where girls (M = 26.82) had a statistically significantly higher score than boys (M= 21.06), (t=-2.845, p < 0, 05). The results show us that there are statistically significant differences between male and female students in the perception of the dimension of learning style when it comes to auditory style, where girls had a higher score (M=20.08) compared to boys (M= 18.57). (t=-2, 469, p < 0.05). Kinesthetic and visual style, as dimensions of learning style, did not show statistically significant gender differences.

Analisis Gaya Belajar Peserta Didik pada Pembelajaran PPKn Kelas III SD Supriyadi Semarang

Learning style is a way of learning from how students absorb, and then organize and process the information obtained from the learning process. There are three types of learning styles that will be discussed in this study, namely visual (tend to learn through what they see), auditory (learn through what they hear) and kinesthetic (learn through movement and touch). The purpose of this study was to determine the learning styles of students when learning Civics. The research method is qualitative research. Data collection techniques through interviews, observation and documentation. Data validity was carried out through technique and source triangulation. The data analysis technique used consists of data acquisition, data reduction, data presentation and drawing conclusions. The results showed that the learning styles of SD Supriyadi Semarang class students in mathematics learning, which showed visual characteristics had visual characteristics, namely students could understand problems by reading, which they themselves could not. The auditory learning style means that students understand better when the teacher reads the questions, knows how to convey information obtained from their work orally. A learning style with kinesthetic characteristics, namely students prefer to solve problems in groups, cannot concentrate on solving problems if they have to sit still for a long time. The results showed that the learning style of the 3rd grade students at SD Supriyadi Semarang was a learning style. visual, auditory, kinesthetic and the most dominant learning style is the visual learning style.

GAYA BELAJAR PESERTA DIDIK BERPRESTASI AKADEMIK KELAS V SD NEGERI 1 NANGA PINOH

This study aims to describe the learning styles used by students with academic achievements at class V students of SDN 1 Nanga Pinoh. The subjects in this study were students with academic achievements who had ranks 1, 2 and 3. This research is a qualitative research. The data collecting process is held through observations, interviews and documentations. Data analysis in this study used the Milles and Huberman data analysis techniques. Data analysis techniques are carried out by collecting, reducing, displaying, and drawing conclusions. Data validity test was carried out by source triangulation. The results of this study indicate that the learning styles of students with academic achievements at class V of SDN 1 Nanga Pinoh are a combination of visual, auditory, and kinesthetic learning styles so that the tendency of the types of learning styles of students with academic achievements is different. So that the calculation results show that 80% of students with academic achievement have an auditory learning style, 53.33% of students with a kinesthetic learning style, and 40% of students with a visual learning style and there are factors that influence the learning styles of students with academic achievement, namely physical/physical factors, emotional/psychological factors, social factors and environmental factors.

The Relationship Between Student Learning Styles and Student Learning Outcomes on Prophetic Da'wah Material in Class X PPLG SMKTI Muhammadiyah Cikampek

This study aims to determine the relationship between learning styles and student learning outcomes on the Prophet Muhammad's da'wah material in class X PPLG SMKTI Muhammadiyah Cikampek. The method used in this study is a quantitative method with a correlation approach. The population in this study were students of class X PPLG by taking samples from the entire population, namely as many as 60 respondents. Data collection was taken from a learning style questionnaire according to Bobbi De Porter and Mike Hernacki. The results of research on the relationship between learning styles and learning outcomes are: 1). There is a relationship between Learning Style (X) and Learning Outcomes (Y) with a significance value of 0.000 0.05 and a correlation value of Learning Style variable (X) of 0.705. This indicates that the degree of relationship between Learning Style variable (X) and Learning Outcomes (Y) is strongly correlated. 2). The learning style of class X PPLG SMKTI Muhammadiyah Cikampek is dominant in the auditory learning style with a large percentage obtained as much as 70%

The Effectiveness of Interactive Multimedia-Based Learning Using Powtoon and Renderforest in Teaching Writing to Students with Different Learning Styles

This study aimed to assess the effectiveness of Powtoon in teaching writing to visual students; to assess the effectiveness of Powtoon in teaching writing to auditory students; to assess the effectiveness of Renderforest in teaching writing to visual students; to assess the effectiveness of Renderforest in teaching writing to auditory students; to show the difference between the effectiveness of Powtoon and Renderforest in teaching writing to visual students; to show the difference between the effectiveness of Powtoon and Renderforest in teaching writing to auditory students; and to explain the relationship between interactive multimedia-based learning and students’ learning styles in teaching writing. This study used experimental research with 2x2 factorial designs. The population were the tenth-grade students at MAN 2 Model Medan with the samples were 74 students of experimental I and II that categorized into visual and auditory learning styles. The result indicated that (1) Powtoon was effective in teaching writing to visual students; (2) Powtoon was effective in teaching writing to auditory students; (3) Renderforest was effective in teaching writing to visual students; (4) Renderforest was effective in teaching writing to auditory students; (5) Powtoon and Renderforest were equally effective in teaching writing to visual students; (6) Powtoon and Renderforest were equally effective in teaching writing to auditory students; and (7) Interactive multimedia were effective in teaching writing to visual and auditory students. Keywords: Powtoon, Renderforest, Teaching Writing, Learning Styles

The Implementation of Flipped Classroom Using Moodle to Increase Students’ Mathematics Creative Thinking from Learning Style Viewpoint

This study aimed to describe the success of flipped classroom using Moodle to increase students’ creative thinking abilities in view of learning styles. This study used quasi-experiment non-equivalent control group design with the participants consisted of 72 students of SMA Negeri 1 Ciawigebang in the academic year of 2022/2023 who 36 XD students as the experimental group and 36 XC students as the control group. The instruments used were tests and questionnaires. The results of data analysis with significance level of 5% revealed that on the learning model factors obtained values 0.012 < 0.05 with the conclusion that there were differences in the ability to think creatively between students who are given flipped classroom using Moodle and conventional learning. N-Gain score in the experimental class is 0.6153 while the control class is 0.3803. Hypothesis testing on learning style factors has value 0.766 > 0.05 with the conclusion that there were no differences in the ability to think creatively between students with visual, auditory, and kinesthetic learning styles. Interaction diagrams shows that visual students are better suited to learning with flipped classroom using Moodle models and auditory students are better suited to learning with conventional models

Analysis Of Students' Mathematical Representation Ability in View of Learning Styles

Students' mathematical representation ability from the point of view of learning styles, we can see that learning styles play an important role in how students absorb mathematical information. The visual learning style involves using pictures, diagrams and other visual representations to understand math concepts. The auditory learning style involves a preference for listening to oral explanations or participating in discussions. Meanwhile, the kinesthetic learning style involves physical movement to gain an understanding of mathematics. This study aims to determine: 1) the representational ability of students who have a visual learning style, 2) the representational ability of students who have a kinesthetic learning style, 3) the representational ability of students who have an auditory learning style. In this study using descriptive qualitative research methods to determine the ability of mathematical representation which has a learning style for each student in class VII-F SMP Negeri 2 Kuningan. Data were collected through learning style questionnaires, representation ability tests and interviews with students. The results of the learning style questionnaire for the majority of students have a rich visual learning of 42%, kinesthetic 30% and auditory 28%. The results of the representation ability test showed that students with visual learning styles had high mathematical representation abilities, while the majority of students with auditory and kinesthetic learning styles were categorized as moderate. Interviews with students revealed that learning understanding can be understood by means of their learning styles. However, teachers face obstacles in choosing learning models that suit students' learning styles and need to understand individual learning needs. Students' activities in learning mathematics also still need to be improved, especially in the ability to discuss, conclude, and make summaries. Therefore, further efforts are needed to pay attention to differences in student abilities and develop appropriate strategies to increase student interaction and participation in learning mathematics.

The Correlation Between Visual, Auditory, and Kinesthetic Student's Learning Styles and Writing Skill

Students study in a variety of ways or styles. Understanding and learning challenges may be impacted by this learning style. One of the numerous types of research is on learning style. Student’s learning styles and diverse learning methods might help them become better writers in English. This research aims to demonstrate how students' learning styles and the development of their writing skill are related. The participants in this research are VIII-A graders at one of the Muhammadiyah private schools in Sidoarjo. This correlation study used a Likert scale questionnaire as the instrument. The answers to the questionnaire were then connected with the students' writing scores using a quantitative research strategy and the correlation with IBM SPSS 26. The researchers found that the result of testing the hypothesis (rcount) was 0.641 and the score (rtable) was 0.515 indicating that the score of rcount>rtable was 0.641>0.515. This means that Ha is accepted and H0 is rejected which has a positive meaning or there is a significant relationship between students' visual, auditory, and kinesthetic learning styles and students' writing skill. This study implies that each student has certain learning style so that in the classroom instruction the teachers need to be aware their different characteristics to optimize the students’ learning outcomes including in English writing class

Profile of Culinary Vocational School Students' Learning Styles as a Basis for Choosing Science Learning Methods

Based on the concept of student learning styles, students have strengths and weaknesses in learning. When the teacher applies learning methods that are not in accordance with their learning style, it will affect learning outcomes. The selection of the science learning method can be done by adjusting the student's learning style as a first step before carrying out the learning process. The purpose of this research is to identify profiles of students' learning styles in order to be able to choose appropriate learning methods. This research is a qualitative descriptive study, using a purposive sampling technique. The research subjects consisted of 32 students of class X Culinary 2 at SMK Negeri 6 Semarang. The learning styles studied focus on visual, auditory, and kinesthetic learning styles. Data collection techniques using questionnaires to identify student learning styles and observation. The data obtained were analyzed qualitatively. The results obtained are that students are more inclined to the visual learning style by 47%, while the auditory is 16.2% and the kinesthetic is 36.8%. So it can be concluded that students in the class have diverse learning styles. Teachers cannot emphasize only one learning style so that the learning methods applied must be varied and adapted to the learning styles possessed by students.

Students' Learning Styles (VRAK Model) in Learning English

Many teachers still remain unaware of their students' learning styles, which hinders their ability to consider individual student preferences and optimize instructional methods. This research aims to investigate students' learning styles using VRAK (visual, read-write, audio, and kinesthetic) model by Fleming in English language learning. The study adopted a qualitative research design and utilized the case study method involving 27 students at Senior High School 1 Sungai Penuh, Jambi. Data were collected through interviews and observations. Qualitative thematic analysis was employed, involving three stages: data reduction, data display, and conclusion drawing or verification. The findings reveal that 56% of the students possess a kinesthetic learning style. The remaining 22%, 11%, and 11% of students have visual, auditory, and read-write learning styles, respectively. Understanding students' diverse learning styles in the context of English language learning has significant implications for instructional practices. It enables teachers to optimize their efforts in selecting and implementing differentiated teaching methods tailored to their students' individual needs.Keywords: English learning, Learning styles, VRAK

The Comparative Study of Visual and Auditory Learning Style on Jigsaw Strategy in Students’ Reading Comprehension at Junior High School

This study aimed to idenify (1) wether there was an effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. (2) whether there was different effect of using Jigsaw Strategy on Students' reading Comprehension of visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta. The design of this study was mixed design quantitative comparation with quasi - experimental research that aimed to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group is the group that received the treatment. One class from the population was taken as samples by using a purposive-sampling technique. There were 32 students were taken as populations from class IX – 1. The class will be taught by Jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. The results of this study were (1) there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. The result of the paired sample t-test showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the Pre-test and Post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy.(2) Based on the ANCOVA test it was found that the value of level of significance of learning style was 0.120 and the value of level of Jigsaw strategy significance level was 0,162. It can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual and auditory Learning Style at SMP Negeri 3 Lintonghihuta.

Analysis of students' mathematical communication ability on student learning styles

Students' mathematical communication ability is their ability to communicate mathematical concepts orally and in writing. The inability of students to fulfill indicators of their ability to relate something that happens to mathematical ideas, in addition to the failure of students to explain concepts, situations, and mathematical relationships, is the root cause of students' low ability to communicate mathematically. This study aimed to determine the mathematical communication abilities of students whose learning styles ranged from high to low. This research is descriptive qualitative research. A qualitative approach was chosen because this study used written and oral data. Class VII students of MTs Ma'arif Roudlotut Tholibin Metro, consisting of six male students and ten female students with various learning styles, were the subjects of this study. This study used interviews, learning-style questionnaires, and tests to collect data. Sources of information were obtained from the results of surveys on learning styles, tests, and interviews acquired from students. After being seen and researched, the results show that different learning styles have different abilities in mathematical communication. Based on student learning styles, the test scores for auditory learning styles are 77, visual 65, kinesthetic 62.5, and read and write 70. Therefore, it can be concluded that compared to students who use other learning styles, students with visual learning styles have better mathematical communication abilities.

The Effect of Visual Auditory, Kinesthetic Learning Styles on Students' Learning Interest at Christian Junior High School

The problem that is often found in students is the difficulty of students in accepting subject matter which is effected by the learning style that students have. Student learning styles encourage students to gain interest and better learning outcomes. This study aimed to analyze the effect of visual, auditory, and kinesthetic learning styles on the learning interest of Christian Junior School students. This type of research was quantitative research. The sample in this study comprised all students of Christian Junior High School from grades VII and VIII, totaling 61 students. The data collection method was a survey using a questionnaire. Data were analyzed using multiple linear regression analysis using SPSS 20 software. The results showed that the visual, auditory, and kinesthetic learning styles had an effect on students' interest in learning at Christian Junior High School. In addition, the results of the study also found that kinesthetic learning style was a student learning style that had the most significant effect on student learning interest at 84,3%. In conclusion, the research findings indicate that students' learning interest is significantly affected by their learning styles. Individuals who are familiar with their learning styles can take essential steps to learn faster and more easily, resulting in desired learning outcomes.

Hubungan Antara Gaya Belajar dan Achievement Motivation Peserta Didik Sekolah Dasar

Achievement Motivation can be developed from scratch and cannot be done by itself. Categories that affect Achievement Motivation are those that are influenced by many factors related to other people and students themselves. Learning style is one of the factors that can influence Achievement Motivation. Based on learning style preferences there are visual, auditory and kinesthetic learning styles. In addition to learning styles, it also influences Achievement Motivation. The purpose of this research is to see the relationship between learning style and achievement motivation of elementary school students. The analytical method used is literature study, reviewing or examining various documents published by academics or other researchers related to the subject. The results of the analysis of several previous studies show that learning styles greatly influence Achievement Motivation on academic achievement, so that various strategies are taken to optimize learning styles. while for the most dominant learning style is the visual learning style compared to the auditory learning style.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS DALAM MATERI BARISAN DAN DERET ARITMATIKA DITINJAU DARI GAYA BELAJAR SISWA DIKELAS 8

Abstract: This study aims to describe the ability of mathematical representation in the material for sequences and series in terms of the learning styles of students in class 8 MTS AL-MA'ARIF Pontianak Academic Year 2022/2023. This research uses descriptive research with a qualitative approach. The method used is a learning style questionnaire, mathematical representation test, and interviews. The subjects in this study were 6 students consisting of 2 visual learning style students, 2 auditory learning style students, 2 kinesthetic learning style students. The results of this study indicate that (1) the mathematical representation abilities of subjects who have a visual learning style are less able to solve problems (2) the mathematical representation abilities of subjects who have an auditory learning style are almost able to solve all questions correctly (3) the mathematical representation abilities of subjects who have kinesthetic learning style has not been able to solve all the problems. Â

IMPLEMENTASI ASESMEN DIAGNOSTIK NON KOGNITIF SISWA KELAS III SD NEGERI GAYAMSARI 02 KOTA SEMARANG

The purpose of this study was to analyze how the implementation of non-cognitive diagnostic assessments for class IIIA students at SDN Gayamsari 02 Semarang City. This research uses descriptive analytical method with a qualitative approach. Data collection techniques used are through observation, questionnaires and interviews. The research subjects were students in class III A Gayamsari 02 with a total of 25 students. While data analysis is done through data reduction, data presentation and drawing conclusions. The results of the planning analysis obtained data that class IIIA students at SDN Gayamsari 02 had sufficient development or needed to be improved as evidenced by 16% of students' emotional development was very good, .48% of students' emotional development was good and 36% of students' emotional development was sufficient or needed to be improved. Students' motivation to learn is very good, as evidenced by 52% of students having very good learning motivation, .32% of students having good learning motivation and 16 students having sufficient learning motivation or needing improvement. While the learning styles of students tend to vary, namely 8 students have an auditory learning style, 10 students have a visual learning style, and 7 students have a kinesthetic learning style.

Pengaruh Minat dan Gaya Belajar Terhadap Kemampuan Menghafal Alquran Siswa Program Tahfizh

This study aims to determine and describe: (1) The effect of interest on the ability to memorize the Koran for students of the Tahfizh program at SMP Shafiyyatul Amaliyyah Medan (2) The effect of learning styles on the ability to memorize the Koran for students at the Tahfizh program at SMP Shafiyyatul Amaliyyah Medan (3) The influence of interest and learning style on the ability to memorize the Koran for students of the Tahfizh program at SMP Shafiyyatul Amaliyyah Medan. This research was carried out at the Shafiyyatul Amaliyyah Middle School in Medan, especially in the Tahfizh program class. This research is a quantitative study with a population of all Tahfizh program students consisting of 6 classes with a total of 93 students. The research sample is the entire population (total sampling). The data collection instruments used were questionnaires and tests. The data analysis used simple and multiple linear regression. The findings showed: (1) There is a positive and significant effect of interest on the ability to memorize the Koran with a contribution of 4.6% with the equation of the regression line Y = 79,786 + 0,087, (2) there is an influence of each -each learning style on students' ability to memorize the Koran, with details of the percentage of contributions as follows; visual learning style contributed 9.2%, auditory learning style reached 1.7% and kinesthetic learning style 0.00%. The learning style of students that is more dominant in influencing the ability to memorize the Koran is the visual learning style, which is equal to 9.2%. (3) There is an influence of interest and learning style on the ability to memorize the Koran together with a contribution of 5.3% with the regression line equation Y = 77.281 + 0.068X_1 + 0.037X_2+ e.

Analisis Kesalahan Siswa SMA dalam Menyelesaikan Soal Cerita Matematika SPLTV Berdasarkan Prosedur Newman Ditinjau dari Gaya Belajar

In almost every math lesson, students often experience mistakes when reading and understanding questions. Based on these problems, teachers are required to know students well and understand the different characteristics of each student, one of them is stuudents learning style. Learning style is a unique way that each student has to capture information effectively in a lesson. There are 3 types of learning styles, namely visual learning styles, auditory learning styles, and kinesthetic learning styles. Each student has different learning styles. This study is a qualitative-descriptive study which was purposed to describe students error in solving the Linear Equation Three Variables problems by analizing students errors. The data were collected from the learning style questionnares, students answers according to Newman errors indicator, and interviews. The subjects of this study are three students from thirty six students at tenth grade of Sains 5 Senior High School 1 Sampang. not only from the test, the subjects were interviewed and analized to know the more reasons behind students errors. This study found that students with visual learning style were doing more errors on transformations, the processing skill, and the final answers. Besides, students with auditorial learning style did mistakes on reading, understanding, transforming, processing, and final answers. Lastly, students with kinesthetic learning style were error on understanding, transforming, processing, and final answers writting.