Kinesthetic Students Research Articles

Students’ mathematical communication abilities in solving geometry problems viewed from learning styles

The purpose of this research is to describe student mathematical communication abilities in solving the problem of material transformation (reflection and rotation) in terms of student learning styles. This research is a qualitative descriptive study. The subjects consisted of 6 classes of IX students in Wonogiri 7 Junior High School who were selected by purposive sampling. Data collection tools used were written tests of communication abilities and questionnaires to categorize students based on their learning styles and interviews. The data validity of the data used triangulation method. Analysis of this data shows that the communication of visual students can meet indicators: 1) Reflecting and answering about mathematical concepts; 2) Connecting daily news with language mathematics symbols; 3) Expressing and evaluating into mathematical theory; 4) Using mathematical opinions to make detailed conjectures. The mathematical communication of the auditory students can meet the indicators: 2) Connecting daily news with language mathematics symbols; 3) Expressing and evaluating into mathematical theory; 4) Using mathematical opinions to make detailed conjectures. The mathematical communication of kinesthetic students can meet indicators: 1) Reflecting and answering about mathematical concepts; 3) Expressing and evaluating into mathematical theory. This shows that dominant students have mathematical communication abilities with visual learning styles caused by students who were being able to communicate their mathematical ideas connected in their daily lives.

Exploring Students’ Perceptions of Science, Technology, Engineering, and Mathematics (STEM) in Education and Future Careers Fields

Student’s understanding of STEM was a successful key in improving student achievement and STEM employment in the next ten years. This research was aimed to describe students’ perceptions of STEM education and career. We used explanatory mixed method design. This research involving 315 senior high school students in Bandar Lampung. We adopted Perception of STEM Education and Career (PSEC) Questionaire, interview protocol, and voice recording devices. We analyzed the data by categorizing, tabulating, and validating the data. The result showed that students’ perceptions about STEM education, based on the school location indicated positive perceptions, but based on the comparison of male and female students’ perception, male students prefered to express negative responses in STEM learning interest, and based on the comparison of learning style (audio, visual, and kinesthetic) students perceptions, kinesthetic students perceptions, kinesthetic students prefered to express negative responses in STEM learning interest. Furthermore, the students’ perceptions about STEM careers, based on the school locations, gender, and differences in learning styles indicated positive perceptions.

Profile of High Order Thingking Skill (HOTS) of Junior High School Students’ Grade 8 in Solving Linear Equation System Problems Based on Kinesthetic and Visual Learning Styles

This qualitative research aims to describe profile high order thinking skill (HOTS) of Junior high school students’ grade 8 in solving linear equation system problems based on kinesthetic and visual learning styles. In collecting data, mathematics ability test and learning style questionnaire aims to select students to be research subjects. Then, problem solving tests to determine the high order thinking skills and interviews were used to obtain data on students' high order thinking skills that were not obtained from problem solving tests. There are 3 (three) aspects of HOTS in this study which are analyzing, evaluating and creating. The results of the study show that in the aspect of analyzing, students with kinesthetic and visual learning styles can distinguish the information needed, know what is sought and know the relationship between information. In creating aspect, kinesthetic and visual aspects can know ideas, strategies used and can implement these ideas and strategies in solving problems. Whereas in the Evaluation aspect, kinesthetic uses a strategy in checking the truth in the answer but the visual does not use the strategy. Thus, it can be concluded that the differences of kinesthetic students and visual students lay on strategies used in checking the truth of the answers of the problem given.

The Effect of Teaching Methods and Learning Styles on Students’ English Achievement (An Experimental Study at Junior High School 1 Pasangkayu)

<p>The objectives of the research are to determine the effects of teaching methods (STAD and jigsaw) and learning styles (visual, auditory, and kinesthetic) on students’ English achievement. This research is an experimental study conducted at Junior High School Pasangkayu in 2014 with 213 sample which is selected stratified-randomly (n = 68). The results of the research are as follow: (1) English achievement of students taught with STAD is better than those of taught with jigsaw; (2) there is no significant difference in English achievement among visual, auditory, and kinesthetic students; (3) there is any significant effect of interaction among teaching method and learning styles on students’ learning English achievement. The research also find out that for visual students, studying English achievement of students taught with STAD is better than that of students taught with jigsaw; for auditory students, learning English achievement of students taught with jigsaw is better than that of students taught with STAD; and for kinesthetic students, English achievement of students taught with STAD is better than that of students taught with jigsaw. To sum up, STAD is more effective than jigsaw in improving students’ English achievement. STAD is suitable to improve English achievement of visual and kinesthetic students, and jigsaw is suitable to improve English achievement of auditory students.</p>

Differences of Visual, Auditorial, Kinesthetic Students in Understanding Mathematics Problems

Characteristics of students who are diverse, such as different learning styles will also lead to the possibility of differences in students' ability to understand the learning material and every problem given, especially at the stage of understanding the problem given, because this stage is the most important step to determine the next problem-solving step. Therefore this study aims to reveal and illustrate how different characteristics of visual, audio and kinesthetic students in understanding problems. Data retrieval was done in class VIII of Arjasa 1 Junior High School with test methods, interviews, and questionnaires. Data were analyzed through stages of data reduction, analysis, and decision making. Furthermore, based on the data analysis that has been done, it can be concluded that there are differences in the characteristics of understanding problems for visual, auditory and kinesthetic students in terms of completeness and regularity of information writing, quantity of repetition of reading questions, marking important information and activity/movement habits done during the process of understanding the problem.

Learning gain study in a strategy of flipped learning in the undergraduate level

The quest to find innovative ways to implement the teaching–learning process to provide students a significant learning environment has intensified. The inclusion of technology in this process has supported this activity and has induced the appearance of new didactic strategies such as Flipped Learning, among others. While there seems to be an agreement about the advantages and benefits of this strategy compared to others, there is limited evidence about its effectiveness upon student knowledge. Furthermore, research about the relationship between this strategy and the characteristics of the students is scarce. This work aims to study the effects of the Flipped Learning strategy on the learning process of students as well as its association with student characteristics. A quantitative study was applied to 460 students majoring in design, engineering or architecture programs. A Flipped Learning methodology was evaluated in a pre-test/post-test process with focus and control groups. Normalized learning gains were measured to know if the students’ learning outcomes increased when compared to a traditional pedagogic strategy. Additionally, a study of the relationship between these learning gains and the learning styles of the students was conducted. Significant results were found that point to the benefits of Flipped Learning. From a statistical analysis, it was found that students in the focus group had a better performance than students in the control group. This difference is between 0.97280% and 22.79337%. Also, Kinesthetic students had the best learning gains, followed by students in the R, RK, and VRK classifications.

Connections Between Learning Styles and Perceived Cognitive Load in Multimedia Learning: An Experimental Study

This article reports on the influence of three modalities used in three versions of instructional software designed for different learning styles. Students having visual, auditory, and kinesthetic learning styles are grouped and experimentally investigated through three different versions of the software. The results indicated that cognitive load (CL) perceptions of auditory learning style students were significantly higher than the visual and kinesthetic ones. The sources of the CL were generally perceived similarly in the groups. However, some senses by Auditory and Kinesthetic Group students were remarkable in terms of inducing CL. The study concludes with suggestions for practitioners and researchers.

THE USING OF 4D FLASHCARD WITH KINESTHETIC STUDENTS TO INCREASE SPEAKING SKILLS

The using of technology had developed especially in education. Even though it was had a high technology, some of the teachers did not use it. In this case, this research was introduced a new application media in learning process and it is called Octaland 4D. This application is made by Octagon studio with purposing to give a benefit in education by using 4D flashcards. The research used an experimental design one group pre-test and post-test. The population in this research was the first-year kinesthetic students, in academic year 2017. The samples of this research were the first-year kinesthetic students. The technique of sampling used total sampling, the writer took all population the first-year kinesthetic students to be a sample and the data was analyzed into percentage, mean score analyzed and the value of the t-test. The result of the data analysis showed that the students’ achievement on the post-test was higher that on the pre-test. Moreover, based on the analysis the researcher found that the students speaking skill in English was increased significantly. This research gave a suggestion that using 4D flashcard as the media is a good way in learning process in speaking English.

Free Online Learning Based On Rich Internet Applications; The Experimentation Of Critical Thinking About Student Learning Style

The purpose of this research is to know the ability of critical thinking process based on visual learning style, auditorial and kinesthetic students through self-based online learning based on Rich Intenet Applications (RAI). In this study, students are divided into three groups based on student learning styles. Data collection techniques used in this study are test, observation and learning style questionnaire. Meanwhile, the results of the analysis show that students who have visual, auditorial and kinesthetic style learning styles have better critical thinking skills when treated with self-directed online learning based on rich internet applications` (RAI) than students learning using conventional learning methods. It is from the value of F arithmetic interaction columns and rows 2,602 with probability 0.018. This value is smaller than the value of α = 0.05 which means that the research hypothesis states that there is an interaction between independent online learning based on Rich Internet Applications (RAI) and learning styles accepted.

Analisis Kemampuan Berpikir Reflektif Siswa SMP Berdasarkan Gaya Belajar

The research is a qualitative descriptive research, the purpose of this research is to analyze students reflective thinking ability in terms of learning style. learning style in this research consists of three types namely visual, auditorial, and kinestetik. The subjects of the study were class VIII in one of the middle schools in Serang district selected by purposive sampling. Based on the analysis results obtained description of students' reflective mathematical thinking ability as follows: (1) Visual students have been able to provide interpretation but not yet complete and correct calculation; (2) Auditorial and kinesthetic students are able to provide correct interpretation and calculation. (3) In identifying the concept, visual students have been able to identify the formulas, auditorial and kinesthetic students have not been able to. (4) In evaluating/checking the validity of visual and auditorial students is already capable while kinestetik yet. (5) In distinguishing between relevant data visual and auditorial students have been able, and kinesthetic students have not been able. (6) In drawing the analogy of two cases, visual, auditorial, and kinesthetic students have not been able to. (7) In harmonizing with reason, visual, auditorial and kinesthetic students have not been able.

Students’ thinking preferences in solving mathematics problems based on learning styles: a comparison of paper-pencil and geogebra

The purpose of this study was to analyze students’ thinking preferences in solving mathematics problems using paper pencil comparing to geogebra based on their learning styles. This research employed a qualitative descriptive study. The subjects of this research was six of eighth grade students of Madrasah Tsanawiyah Negeri 2 Trenggalek, East Java Indonesia academic year 2015-2016 with their difference learning styles; two visual students, two auditory students, and two kinesthetic students.. During the interview, the students presented the Paper and Pencil-based Task (PBTs) and the Geogebra-based Task (GBTs). By investigating students’ solution methods and the representation in solving the problems, the researcher compared their visual and non-visual thinking preferences in solving mathematics problems while they were using Geogebra and without Geogebra. Based on the result of research analysis, it was shown that the comparison between students’ PBTs and GBTs solution either visual, auditory, or kinesthetic represented how Geogebra can influence their solution method. By using Geogebra, they prefer using visual method while presenting GBTs to using non-visual method.

PROFIL KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI GAYA BELAJAR

Students learn according to their learning style, and every learning styles are affecting the process of mathematical reasoning and learning outcomes. The combination of how to absorb, manage and process information is the definition of learning styles. To maximize the students' ability to absorb, manage and process information, first identified learning styles of the students are visual, auditory or kinesthetic (V-A-K). This research aims to reveal the profile of mathematical reasoning abilities of students in terms of learning styles visual, audio and kinesthetic on the material function composition and inverse function. This research is a qualitative descriptive approach ethnography and research subject is grade XI of senior high school. The results of the research of profile learning styles (V-A-K) that profile visual students' mathematical reasoning skill, have the ability to manipulate, draw conclusions, giving reasons or evidence is sufficient. While the ability to deliver his argument lacking. Profile auditory students' mathematical reasoning skills, have the ability to manipulate, giving reason or evidence, and provide argument or the validity of the answer is both. While the ability gets conclusion to enough. Profile kinesthetic students' mathematical reasoning skills have the ability to manipulate and give reasons or evidence is sufficient. The ability to draw conclusions while the less, as well as the ability to provide an answer or the validity of the argument, he answered with a unique and clear

Determination of future designers’ professionally important coordination qualities

Purpose: to find out girl students’ motor abilities, influencing to the largest extent on successfulness of designer’s professional functioning. Material: 210 girl students of 18-22 years’ age participated in experiment. Results: it was found that all indicators of future designers’ professional qualities are closely connected with indicators of definite coordination abilities. High interconnection with kinesthetic indicators and girl students’ professional skillfulness were noted. It was determined that quickness, concentration and re-switching of attention were closely connected with attention, operative memory, accuracy of reproduction of received information. Conclusions: for girl students-designers’ successful professional progress it is necessary to develop kinesthetic, responding and orientation coordination qualities. These qualities are required for quick and effective solution of professional tasks, connected with accurate perception in the shortest possible time and keeping great volume of space information in memory.

THE EFFECT OF COOPERATIVE LEARNING MODELS TYPE GROUP INVESTIGATION AND KINESTHETIC STYLE LEARNING TO SCIENCE PHYSICS SKILL PROCESS ON STUDENTS

The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.

The effect of Teaching Methods and Learning Styles on Students’ Achievement in Reading Comprehension

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using CIRC method was higher than taught by using Jigsaw method. 2) students’ achievement in reading comprehension with visual style was higher than those with kinesthetic style, 3) there was interaction between teaching methods and learning styles on students’ achievement in reading comprehension. One hundred of 2011/2012 grade X students of SMAN 1 Delitua were selected as sample by applying cluster random sample technique. The research design was experimental research by using factorial design 2x2. Experimental group 1 was treated by using CIRC method and experimental group 2 was treated by using Jigsaw method. The questionnaire was conducted for classifying the students upon the visual and kinesthetic learning style. Students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result reveals that (1) students’ achievement in reading comprehension taught by using CIRC was higher than that taught by using Jigsaw method, with Fobs= 3.36>Ftab=2.70, (2) students’ achievement in reading comprehension with visual learning style was higher than that with kinesthetic learning style with Fobs= 8.64>Ftable=2.70, (3) there is interaction between teaching method and learning styles on students’ achievement in reading comprehension with Fobs=7.74>Ftable=2.70. The result of Scheffe-Test showed that visual style students got higher achievement if they were taught by using CIRC method while kinesthetic style students got higher achievement if they were taught by using Jigsaw method.

What Is Going on During Vocabulary Lessons?

It has been 9 years since the Congressionally appointed National Reading Panel made recommendations for literacy instruction that comprise a five-component framework of phonological awareness, phonics, fluency, vocabulary, and comprehension. Vocabulary, a critical pillar of literacy, has reciprocal and correlational relationships with reading achievement. The researchers piloted an observational instrument to determine the methods and materials K-3 teachers use to teach vocabulary in today’s classrooms. This brief evaluates a vocabulary observation tool the researchers developed to gather information from early childhood classroom settings in the midsouth region of the United States. Understanding materials utilized in various contexts will enable practitioners and researchers to address the significant disparity between vocabulary “haves and have-nots.” An examination of the instrument was conducted ( n = 18 raters at 3 ratings apiece for 45 trials) to determine reliability and validity of observations. Reliability was addressed via training with discussion and resolution of ratings from video of vocabulary instruction. Validity was analyzed via multidimensional scaling (MDS) to visually portray ratings along the dimensions of student or teacher control. From this data, we were able to determine the number of possible senses (auditory, visual, kinesthetic, smell, and taste) students used. Results indicated observer ratings ( n = 45) clustered or separated material-type consistently indicating variance along both dimensions. The researchers are currently applying this piloted instrument in a large-scale study to depict teachers’ vocabulary material use. Understanding vocabulary materials and contexts of their use may lead to more effective vocabulary curriculum, instruction, and assessment.

The synergetic effect of learning styles on the interaction between virtual environments and the enhancement of spatial thinking

Students have difficulty learning 3D geometry; spatial thinking is an important aspect of the learning processes in this academic area. In light of the unique features of virtual environments and the influence of metacognitive processes (e.g., self-regulating questions) on the teaching of mathematics, we assumed that a combination of self-regulating questions and virtual environments would enhance spatial thinking through the exercise of certain spatial abilities with the VR Spaces 1.0 software. These two methods primarily focus on the cognitive domain. In terms of learning styles, we define different cognitive characteristics. The main objective of the present study was to examine whether students with a certain learning style would benefit more from this exercise than other students. To assess the effect of these methods, a sample of 192 10th graders were randomly assigned to four groups, two of which used Virtual Spaces 1.0 (Group 1 with virtual reality and self-regulating questions, N = 52; Group 2 with virtual reality only, N = 52) while the other two used non-Virtual Spaces 1.0 (Group 3 with self-regulating questions only, N = 45; Group 4 was the non-treatment group; N = 45). The findings indicate a differential impact of virtual environments on students with different modal and personal learning styles. The post-test scores for all students (except audio students on the Aptitude Profile Test Series - Educational) were significantly higher than the pre-test scores. The unique nature of this study's findings expresses itself in the fact that the ''sensing'' students (S type) scored higher than the ''intuitive'' students (N type) on the Mental Rotation Test group 2 alone. Additionally, the scores of the visual students were higher then those of the kinesthetic style but not significantly. These findings suggest that virtual environment decreases the gap in performance results between the visual and kinesthetic students and highlight the importance of virtual environments to the ''sensing'' and kinesthetic styles.

Assessing Learning Styles of Students at Zayed University

Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).