Learning Styles Of Students Research Articles

The Influence of E-Books Through a Differentiation Approach Assisted with Professional Pageflip 3-Dimensions on Student Learning Outcomes on Simple Machines Topic

This research aims to test the effect of e-books through a differentiated approach assisted by page flip professional 3-dimensions on student learning outcomes on simple machine topics. The research uses a pre-test and post-test control group design involving two classes as samples. Using e-books through a differentiated approach can reduce the problem of unequal distribution of printed books and make it possible to adapt them to each student's learning style because each student has their learning style. This is shown through the hypothesis criteria where the significance value of 0.030 is smaller than the significance level of 0.05, so H0 is rejected, and Ha is accepted. This is also supported by acquiring an N-gain Score value of 0.81 in the experimental class, which meets the high category, and in the control class, 0.51, which meets the medium category. For the N-gain percent interpretation category, the results obtained in the experimental class were 81 in the effective interpretation category, while for the control class, the results were 51 in the less effective interpretation category. This indicates that e-books, through a differentiated approach assisted by page flip professional 3-dimensions, can improve student learning outcomes, especially in simple machine topics. This research concludes that e-books, through a differentiated approach assisted by page flip professional 3-dimensions, can be an effective alternative for improving the quality of science learning in schools.

Pembelajaran Diferensiasi Berbasis Proyek Untuk Pengembangan Keterampilan Menulis Cerita Pendek

This study aims to develop and implement a project-based learning (PjBL) model and differentiation in the context of short story writing at the Junior High School level. This learning model is designed to improve students’ writing skills, hone creativity, imagination, and critical and analytical thinking skills. The differentiation approach allows learning to be tailored to students’ individual interests and abilities, ensuring active participation and higher engagement. The research methods used include literature study, classroom observation, and qualitative and quantitative data analysis. The results showed that students involved in this learning model experienced asignificant improvement in the ability to write short stories. Writing projects not only help students understand narrative structure, language use, and literary techniques, but also encourage them to think critically and analytically through a process of revision and evaluation. In addition, the differentiation approach has proven effective in accommodating different student learning styles, so that each student can achieve optimal learning outcomes. Thus, this model has the potential to be applied more broadly in the educational curriculum to produce a creative, critical, and independent generation.

Students' digital media literacy abilities in Islamic religious education lessons reviewed from learning style

This research is considered necessary because it is in line with the current digital era where many of the students certainly take advantage of the digital media around them. With a sufficient understanding of digital media literacy, it is hoped that it will help them in choosing and evaluating information wisely, thereby reducing the risk of exposure to inaccurate or dangerous information because it is seen from the rapidly increasing digital development. This study aims to find out the extent of students' digital media literacy and also the various learning styles of students and the analysis of students' digital media literacy according to their respective learning styles (visual, auditory and kinesthetic). The method used descriptive qualitative research with 48 respondents. The data collection technique uses questionnaires (multiple choice digital media literacy questionnaire and learning style questionnaire to determine the types of students' learning styles including visual, auditory, kinesthetic, and mixed) and analysis using the help of SPSS version 25. The results of this study show that the learning style that has a higher understanding of digital media literacy than other learning styles is the auditory learning style with an average of 19.80, the second is the visual learning style with an average of 19.75, the third is the mixed learning style with an average of 19.57, and the last is the kinesthetic learning style with an average of 19.17.

Analysis of Self-Regulated Learning and Learning Style Preference of First-Year Medical Students for E-Learning Optimization

First-year medical students adapt to hybrid education, combining online and offline learning in the new standard era. The various features of e-learning need to accommodate students' skills in self-regulated learning and their preferences, such as learning style preference. Therefore, this research aims to analyze first-year medical students' self-regulated learning skills and learning style preferences in online learning to identify e-learning optimization needs that can facilitate their adaptation to medical education. A descriptive quantitative and qualitative narrative method was conducted through document analysis. The Online Self-Regulated Learning Questions (OSRLQs) were used to obtain quantitative descriptive data on students' self-regulated learning skills, and the learning style preference questionnaire was used to obtain data on first-year medical students. The results showed that first-year medical students require optimization in four domains of the self-regulated learning skills in online learning, including task strategies, time management, help-seeking, and self-evaluation. The analysis yielded 19 categories with three main learning style preferences: a combination of visual and auditory and a combination of visual, auditory, and kinesthetic. This analysis recommends optimizing several e-learning features to improve first-year medical students' self-regulated learning skills and learning style preferences.

RELATIONSHIP BETWEEN ACCOMMODATING LEARNING STYLE AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KAMWENGE DISTRICT, UGANDA. A CROSS-SECTIONAL STUDY

Background Academic achievement was seen as a symbol of social status and provided avenues for further education. The aim of the study is to assess the relationship between accommodating learning style and academic achievement of secondary school students in Kamwenge District, Uganda. Methodology This study employed a descriptive, correlational and crosses- sectional survey design. The quantitative technique provided detailed numerical analysis of the research problem and investigated the relationship between the research variables. Respondents comprised of 265 students (s4), 58 teachers, 04 head teachers and 05 Education administrators within Kamwenge District. Results 55.3% of the respondents were male while 44.7% were female. The correlation between accommodating learning styles and academic achievements among secondary students in Kamwenge District was 0.634 indicating a moderately strong positive correlation between accommodating learning styles and academic achievements among secondary students in Kamwenge District. The p-value (Significance) being less than 0.05 indicates that this correlation is statistically significant, suggesting that it is unlikely to have occurred by chance. The coefficient for accommodating learning style (B1) is 2.329, indicating that for each unit increase in accommodating learning style, there is an associated increase of 2.329 units in academic achievements. The R Square value of 0.34 suggests that approximately 34% of the variance in academic achievements can be explained by accommodating learning style in this model. Conclusions Accommodating and kinesthetic learning styles demonstrate stronger positive correlations with academic achievements compared to audio learning style. Recommendations Secondary schools and Ministry of Education should develop individualized learning plans for students based on their identified learning styles.

Analysis of Student Learning Style in IPAS Learning with a Differentiated Learning Approach as an Optimization of the MerdekaCurriculum at Elementary School

This study aims to determine the role of learning styles in differentiated learning in IPAS learning as an optimization of the Merdeka curriculum. The number of informants in this study was four, consisting of one fourth-grade teacher and three fourth-grade students. This type of research uses descriptive qualitative methods, data collection through interviews with grade IV teachers and three students with different learning styles, observation in learning, learning style questionnaires to grade IV students, and documentation. Data validity test using triangulation techniques and sources. Data analysis techniques follow the Miles and Huberman procedure, which has three methods: data reduction in the context of this study in the form of interview results, observations, and learning style questionnaire results, presentation of data from the reduction results presented in the form of descriptive tables and narratives, the last is concluding. The findings of the analysis show that learning styles have a significant effect on the achievement of learning objectives through a differentiated approach. Several learning styles were identified after being given a learning style questionnaire to class IV students. The results show that the majority of students have a visual learning style (58%), kinesthetic learning style (28%), and auditory learning style (18%). By applying the four aspects and steps of differentiated learning, learning is more focused and enjoyable for students. This can increase students' motivation and engagement in learning and help them achieve better academic results. This research contributes to developing more effective learning strategies in the independent curriculum. Differentiated learning serves as a bridge to create a learning experience that suits students' interests and needs by customizing methods based on learning styles. It also helps improve the effectiveness of the learning process by paying attention to each student's learning preferences.

THE INFLUENCE OF GAMIFICATION ON STUDENT MOTIVATION AND ACADEMIC ACHIEVEMENT: INSIGHTS FROM A PRE-EXPERIMENTAL STUDY

Educators continue to explore how to adapt to the needs of he technology and formulate learning curricula that can greatly affect learners' motivation to study among different learners' learning styles. However, there is a lack of research examining the relationship between gamification tools and their impact on academic performance and motivation across various learning styles, particularly in secondary education within international school settings. Therefore, this pre-experimental research aims to explore the learning style and motivation of secondary school students in international schools and the relationship between the integration of gamification tool in the classroom and academic performance. A total of 25 Year 7 secondary school students from the Mandarin Advance class of an international school in Johor Bahru were recruited to participate in this study. All of them were given the links to Google Forms to access the questionnaire, which included demographical questions, VAK Learning Styles, Motivation (ARCS) and Quizizz Preference Questionnaire. Wilcoxon and Kruskal-Wallis tests were applied to investigate the differences between the variables. The results revealed significant differences between students' academic performance and motivation element (Satisfaction) after using Quizizz. However, there is no significant difference in academic performance and motivation among different learning styles after using Quizizz. Research also found no relationship between motivation level and academic performance among different students' learning styles. However, students believe that Quizizz is very interesting and useful in learning, so schools and teachers can better use Quizizz to guide students in the classroom by understanding students' learning methods, thereby improving students' motivation to learn. Future researchers will be able to refer to the limitations and recommendations if they conduct similar research.

Mathematical Representation Capability Reviewed From The Learning Style Of Students In The City Of Cirebon In Solving SPLDV And SPtLDV Problem

This study aims to analyze the characteristics of students with visual, auditory and kinesthetic learning styles in solving SPLDV and SPtLDV problems. The research method taken is a qualitative research method. Qualitative research is carried out by means of observation, interviews, or document review. The results of this study are the characteristics of thirty-six students obtained that students who have symbolic representation skills are twelve students (33.33%) with five students (13.89%) having a kinesthetic learning style, three students (8.33%) having an auditory learning style, and four students (11.11%) having a visual learning style. Then students who had verbal representation skills were ten students (27.78%) with four students (11.11%) having a kinesthetic learning style, five students (13.89%) having an auditory learning style, and one student (2.78%) having a visual learning style. The students who had visual representation skills were fourteen students (38.89%) with four students (11.11%) having a kinesthetic learning style, one student (2.78%) having an auditory learning style, and nine students (25%) having a visual learning style.

Analysis of The Implementation of The Project Based Learning Model on Students' Learning Motivation in The Use of Technology

This research explores the effectiveness of the Problem-Based Learning (PBL) model integrated with technology in enhancing student learning motivation. PBL is an instructional approach that places students at the center of the learning process, where they are confronted with real problems that require solutions. In this study, qualitative methods were used to analyze descriptive data in the form of oral and written information as well as observed behavior. The research results show that the integration of technology in PBL provides various significant benefits. Technology enables broad and rapid access to information, making learning more interactive and engaging, as well as facilitating effective collaboration and communication. Additionally, technology allows for quick and personalized feedback, self-directed learning, and individual adjustments according to students' pace and learning styles. The use of gamification elements in learning has also been proven to enhance students' intrinsic motivation. Overall, the integration of technology in Project-Based Learning (PBL) has a positive impact on students' learning motivation, as well as improving critical, creative, and collaborative thinking skills. This research emphasizes that the effectiveness of technology as a supportive tool greatly depends on its use in the appropriate and directed learning context. This finding highlights the importance of implementing PBL integrated with technology to enhance the quality of education in the digital age, as well as to prepare students with the 21st-century skills needed to face global challenges.

Recognizing Each Student's Unique Learning Style: Adapting the Brain-Based Learning Approach in Natural and Social Science Learning

This study developed a brain-based learning (BBL) model that is adapted to students' learning styles to improve learning outcomes in Natural and Social Sciences in elementary schools. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development method, this research produced a learning module that was validated by material, media, and language experts, and tested for practicality and effectiveness in two schools. The results showed a significant increase in post-test scores compared to the pre-test, indicating that the BBL approach was effective in supporting students' understanding. The main conclusion of this study is that the adaptive BBL model is able to create a more inclusive learning environment and support individual cognitive needs, thus improving students' understanding and retention of information.

Exploring Teachers’ Perception on Project Based Learning (PJBL) in Teaching Speaking of Report Text at Junior High School

At the junior high school level, the ability to speak English, especially in the form of report text, is an important focus in the curriculum. One innovative learning method that is widely applied at various levels of education is Project Based Learning (PjBL). Using PjBL in learning can contribute to supporting the teaching and learning process and developing students' speaking skills. This research explores teachers' perspectives regarding implementing Project-Based Learning (PjBL) in teaching speaking report text. The focus of this research is to understand teachers' perceptions of the implementation of PjBL in speaking skills, their approach to planning, implementing, and assessing PjBL, as well as the benefits and challenges they face. Data for this study was gathered through interviews and documentation using the case study methodology. The results showed that teachers believed that PjBL increased student engagement, provided real-world experience, increased motivation, and allowed peer-feedback. PjBL implementation includes three main stages: planning, implementation, and assessment. The benefits identified from implementing PjBL include improving students' pronunciation skills, vocabulary knowledge, creativity, and self-confidence. However, challenges include limited time allocation, diverse student learning styles, and uneven student participation. These findings can contribute to educators optimizing the use of PjBL to improve students' speaking abilities.

The Influence of Differentiated Learning Strategies by Paying Attention to Different Learning Styles of Students to Improve Science Learning Outcomes

The study aims to examine the Influence of Differentiated Learning Strategies by Paying Attention to Different Learning Styles of Students to Improve Science Learning Outcomes. The study was conducted at SDN 2 Sanggrahan in grade VI students. The sampling technique used the purposive sampling area method. The study used a quasi-experimental design with data collection techniques through post-tests in the form of multiple choice and descriptive questions, observation, documentation and interviews. The data obtained were analyzed using statistical tests including normality tests, Data Analysis using Paired Sample t-Test. Based on the Validity Test, the results showed r = 0.82 α> (0.05) so that all question items showed valid results. Reliability test if the value of α> 0.738 the value is reliable, namely 0.789 Then the results of the normality test of the learning outcome value of 0.389> α (0.05) exceed the significant value, then the variable value is normally distributed, continued using the Paired Sample t-Test, the results of the t-test learning outcomes at a sig value of 0.00 <α (0.05) then reject H0. So it can be concluded that there is an Influence of Differentiated Learning Strategies by Paying Attention to Different Learning Styles of Students to Improve Science Learning Outcomes.

ANALISIS KESULITAN SISWA DALAM MEMAHAMI KONSEP IPAS DI KELAS II SD NO. 5 TAMAN

The aim of this research is to identify the perceptions of teachers and students in understanding the concept of science and technology learning in class II of SD No. 5 Parks. This research uses a descriptive qualitative approach. The instrument used was an interview. The subjects of this research were teachers and students of class II with a randomly selected number of students purposive sampling namely students who experience learning difficulties out of 15 students. The research location is SD N 5 Taman. Data collection procedures in this research include semi-structured interviews with teachers and students. Data were analyzed using analysis: data reduction, data presentation, drawing conclusions, and data triangulation. The results of students' understanding of science lessons vary. Some students find science lessons interesting because of their connection to nature and everyday life, while others have difficulty understanding abstract concepts such as the water cycle, weather changes, and the nature of objects. This difficulty is often influenced by the use of complex scientific terms and explanations that proceed too quickly. Teachers admit that these concepts are difficult to understand without the help of visual tools or concrete demonstrations. While visual aids such as pictures, simple models, and videos can be helpful, their effectiveness depends on each student's learning style. Obstacles faced in teaching science and technology include limited facilities and infrastructure, inadequate time allocation, and variations in students' ability to understand the material. This research shows the need for more adaptive teaching strategies and the provision of adequate resources to improve students' understanding of science lessons.

Cluster analysis of learning styles and ICT competence: Towards a typology of flexible learners in higher education

This study explores the intersection of students' learning styles and their Information and Communication Technology (ICT) competence within a flexible learning environment, focusing on the academic experiences at Cagayan State University-Carig Campus. Conducted during the 2020-2021 academic year, the research surveyed 686 first- and second-year students to gain a nuanced understanding of how learning styles and ICT skills interact in flexible learning settings. The study employed the Grasha-Riechmann Student Learning Styles Scale (GRSLSS) and a specially designed ICT Competence Scale to achieve its objectives. These included describing students' learning styles and ICT competence, deriving a tailored factor structure for the GRSLSS within flexible learning contexts, and classifying students into distinct profiles based on these variables. Using exploratory factor analysis, the GRSLSS was adapted to better reflect the flexible learning environment. Subsequently, K-means cluster analysis identified three distinct learner profiles. The first, "Purposeless Learners," represents students with very low ICT skills and engagement, struggling to navigate flexible learning. The second profile, "Versatile Learners," includes students with moderate to high ICT competence who excel in both collaborative and independent learning contexts. The third, "ICT Savvy Engagers," comprises students with high ICT proficiency who prefer collaborative, non-competitive approaches to learning.This typology provides valuable insights into how students adapt to flexible learning modalities, emphasizing the critical role of ICT in shaping modern education. The study underscores the importance of developing tailored pedagogical strategies that accommodate diverse learner profiles. It recommends expanding the sample size, conducting confirmatory factor analyses, and refining assessment tools to further validate and contextualize the findings, ultimately contributing to more effective flexible learning frameworks.

Postgraduate Supervision and Support in Private Universities in Gauteng, South Africa: Challenges and Innovations

In recent years, the landscape of higher education in South Africa has undergone significant transformation, with private universities playing an increasingly vital role. The purpose of this paper is to explore the postgraduate supervision, teaching, and support systems within these private institutions, addressing the unique challenges and innovative strategies in private institutions postgraduate supervision to enhance educational outcomes. This research is particularly relevant for academics, practitioners, and policymakers interested in the development of postgraduate education within private higher education institutions. It underscores the potential of private universities to innovate and adapt in response to the challenges of contemporary higher education, ultimately contributing to the advancement of knowledge and practice in the field. Despite their smaller scale and resource constraints compared to public universities, private universities in South Africa have developed distinct approaches to postgraduate education that prioritise individualised attention, flexible learning environments, and industry-aligned curricula. This study employs a comprehensive research methodology, including a review of institutional documents, such as policy manuals, curriculum guides, assessment rubrics, and support service records, from selected institutions within Gauteng. Additionally, semi-structured interviews were conducted with key stakeholders, including postgraduate students, supervisors, faculty members, and university administrators. The results of this research are expected to help private universities to benchmark their practices against identified best practices and standards. The research highlights the importance of inclusive teaching and learning practices, shedding light on effective methods to accommodate diverse student backgrounds and learning styles.

Identifying Students’ Learning Styles and Strategies in English Learning: Survey of SMK Negeri 1 Dobo

This study explores the dominant learning styles of students at SMK Negeri 1 Dobo in learning English and the strategies they use to develop these styles. Recognizing students’ learning preferences is crucial for optimizing the educational experience and enhancing language acquisition. Through a descriptive quantitative approach, data were gathered from 30 students via questionnaires. The findings reveal that visual learning is the most preferred style among the students, who benefit from images, diagrams, and visual aids in language learning. To support their learning, students primarily use metacognitive strategies, which foster self-directed improvement, followed by knowledge strategies and occasional social strategies for practical application. These insights underscore the need for tailored instructional approaches that align with students’ visual preferences while integrating other methods to foster a comprehensive learning environment. This study provides valuable input for educators to align teaching methods with students’ dominant learning styles, thus enhancing engagement and learning outcomes.

EDUCAÇÃO INCLUSIVA: PRÁTICAS E DESAFIOS NA ESCOLA

The study explores the theme of inclusive education, addressing the practices and challenges that schoolsface in creating welcoming environments for all students, regardless of their conditions. Inclusiveeducation proposes that institutions adapt their spaces and practices to accommodate students withdifferent abilities and learning styles, valuing diversity as a collective resource. However, thisimplementation faces considerable challenges, such as the need for specialized training for educatorsand the lack of adequate infrastructure and resources. Teacher training stands out as a critical point, asmany professionals still do not have the necessary preparation to adapt their practices to a context ofdiversity. The lack of assistive technologies and adapted spaces also limits the full satisfaction of theneeds of students with disabilities. The article highlights the importance of government support and themobilization of the school community to transform inclusion into concrete practice and not just a distantidea. Despite the difficulties, inclusive practices, such as active methodologies and family involvement,show positive results, contributing to a school culture of respect and cooperation. The study's conclusionhighlights that, although challenging, inclusive education is essential to educate more aware andempathetic citizens, promoting a fair and egalitarian society. The methodology was based onbibliographic research on platforms such as SciELO and Google Scholar, revealing the urgent need forinstitutions to reinvent themselves to meet the needs of student diversity.

Didactic student workbook in human anatomy and physiology: Implementation in undergraduate biology education

A didactic student workbook has been used to teach human anatomy and physiology. The didactic workbook has significantly reduced the disparity between teaching materials and students. It accommodated all student learning styles, integrated with asma al-husna (the best names are based on the characteristics of God). This workbook also integrates contemplative exercises. The purpose of this study was to investigate the learning outcomes and responses of students after utilizing the didactic workbook in their learning process. The study used a quasi-experimental methodology with a pre-test-post-test control group design. It involved 31 biology education students from UIN Mahmud Yunus Batusangkar. The experimental group was given homework assignments to complete in the didactic workbook, whereas the control group was given the task of summarising and answer the questions in the textbook. Both groups used the discussion method during in-class learning. Essay tests and students response questionnaires were used to collect data. The t-test was used to compare the N-gain of learning outcomes between the experimental and control groups. Descriptive analyses were conducted to examine student responses. The didactic workbook was significantly effective (p<0.05) in improving learning outcomes compared to the control class. The didactic student workbook was also responded to very positively by students. These findings indicate that a didactic student workbook has the potential to improve learning outcomes and interest in the learning of biology.

Improving Learning Outcomes of Kinesthetic Learners through a Differentiated Learning Approach

Curriculum changes are often implemented without a thorough understanding of the varying learning styles of students, which can differ significantly from one individual to another. In this context, differentiated learning has gained prominence as an approach that addresses the diverse learning preferences of students. Particularly, it is seen as a potential solution to enhance the learning experiences of students with kinesthetic learning styles. This study aims to explore the kinesthetic learning style of fifth-grade students at SDIT Insantama Bogor to inform the design of more effective and tailored learning strategies. Employing a qualitative descriptive approach, the research utilized observations, interviews, and questionnaires to gather data on students' learning styles. The findings revealed a range of learning preferences among the students, with visual learners being the most dominant, followed by auditory and kinesthetic learners. The study highlights the importance of recognizing these diverse learning styles and advocates for the implementation of differentiated learning strategies to better cater to the individual needs of students. By adopting such an approach, the study suggests that students' motivation, conceptual understanding, and overall academic performance could be enhanced. The findings emphasize the need for teaching strategies that accommodate various learning styles, particularly for kinesthetic learners, to foster a more inclusive and effective learning environment.

Virtual Reality in Algorithm Programming Course: Practicality and Implications for College Students

Virtual Reality (VR) is one of the revolutionary technologies in education that can simulate learning interactively and realistically. The reliability of VR supports various variations in learning, including learning programming algorithms. This research aims to design and develop VR in learning programming algorithms. The ADDIE model is applied in this study to develop products through the stages of analysis, design, development, implementation, and evaluation. The analysis of learning problems shows the unavailability of interactive learning media that can support various learning styles of students in programming algorithm materials. Therefore, this VR learning design integrates various elements of students' learning styles, including visual, audiovisual, kinesthetic, and reading. The product developed is in the form of a VR application that presents learning by having a variety of learning styles. Audiovisual displays are presented in a VR environment, while kinesthetic interactions are obtained through user movements, and material information and readings are presented in a VR environment. The data collected included the results of a practicality and effectiveness test involving sixty-six students. The results of the practicality test show that this VR product is practical to use based on the indicators of convenience, attractiveness, efficiency, and benefits. Meanwhile, the effectiveness test shows that this VR product can improve learning outcomes better than traditional learning methods. Overall, the VR products developed have proven to be practical and effective in learning programming algorithms. The presence of VR, which presents a variety of realistic displays in a virtual environment, opens opportunities for further research related to distance learning through VR technology as well as an analysis of the impact of VR on health.