Learning Styles Research Articles

Managerial Instructional Communication Strategy On The Quality Of Graduates Of Administrator Leadership Training At The Human Resources Development Agency Of North Sumatra Province

<p><em>This study aims to analyze the instructional communication strategies that training managers apply to the quality of graduate administrator leadership training at the North Sumatra Provincial Human Resources Development Agency. The qualitative research method was conducted by in-depth interviews with training managers, instructors, and trainees. The study results show that the training manager implements various instructional communication strategies, including using learning methods that are responsive to the participants' learning styles. The application of communication technology is also an integral part of this strategy, providing diversity in learning approaches. It was found that two-way interaction between managers and trainees significantly increased participants' understanding and engagement. This research contributes to a further understanding of the importance of instructional communication strategies in the context of administrator leadership training. It guides the development of training programs in similar institutions.</em></p><p class="TableParagraph"><strong><em>Keywords:</em></strong></p><p><em><em>Instructional Communication; Quality of Graduates; Administrator Leadership Training</em><br /></em></p>

Using a Board Game to Learn a Physical Assessment Course in Nursing Education: A Randomized Controlled Study

Objective: Nursing students are expected to acquire the skills necessary to provide competent patient care in complex healthcare settings. This study aimed to explore the effect of a physical assessment board game on nursing students’ knowledge level and determine their opinions about the game. Methods: A randomized controlled study design was used. The study was conducted from December 2019 to January 2020 among 56 nursing students (game group= 28, control group= 28) enrolled in an undergraduate nursing program in Türkiye. The data were collected using the Kolb’s Learning Styles Inventory to determine students’ learning styles, the Knowledge Evaluation Form for physical assessment, and the Student Opinion Form for students’ opinions about the game. Mean scores for the pre-test and post-tests were compared using independent and paired sample t-tests. Results: A significant difference was found between the pre-test and post-test knowledge scores of the game group (P<.05). The mean post-test knowledge score of the students in the game group was higher than that of the students in the control group, and the difference between the groups was statistically significant (P<.05). Conclusion: The game was beneficial for teaching physical assessment course. Future studies should incorporate different game samples, such as the development of a web-based game, as this study focused on a board game that supported physical assessment skills.

Pengaruh Gaya Belajar dan Teman Sebaya Terhadap Hasil Belajar Mata Pelajaran Ekonomi Kelas XI IPA SMA Negeri 2 Muaro Jambi

This research aims to determine the influence of learning styles and peers on economics subjects in class XI Science at SMA Negeri 2 Muaro Jambi. The research method used in this research is a quantitative method using simple linear regression analysis techniques. The results of the research show that there is a positive influence of learning styles and peers on learning outcomes for students in class XI Science at SMA Negeri 2 Muaro Jambi. So, this means that if students are given lessons according to their learning style and the better their peers, the better the students' learning outcomes will be.

Kesiapan Sekolah dan Peran Guru dalam Implementasi Kurikulum Merdeka: Studi Kasus di MIN 14 Blitar

This study examines the implementation of the Kurikulum Merdeka at MIN 14 Blitar, identifying various aspects related to lesson planning, implementation strategies, and the role of assessment within the Kurikulum Merdeka approach. In the context of educational changes demanded by the Industrial Era 4.0, the role of teachers in adapting to the new curriculum is a primary focus. Additionally, the readiness of schools in terms of human resources, facilities, and infrastructure is crucial for the successful implementation of this curriculum. The study employs a descriptive qualitative approach to illustrate lesson planning that emphasizes the analysis of learning outcomes, the use of diagnostic assessments, teaching modules, and teachers' understanding of students' learning styles. The findings highlight that the implementation of the Kurikulum Merdeka is supported by the Merdeka Belajar platform, adequate facilities, and various differentiated learning methods. Assessment plays a critical role through initial, formative, and summative assessments, with a transparent grading process facilitated by the Rapor Digital Madrasah (RDM), which involves parents in evaluating students' education.

Analysis of Geometry Thinking Ability Reviewed from Student Learning Style

The research was conducted at one of the universities in Banten. Even semester, a sample of all students majoring in mathematics education, which totaled 88 students, was taken. The data collection approach involves learning style questionnaires, geometric thinking skills exams, and interviews, and the research method is qualitative. Qualitative data analysis follows a three-stage flow model: data reduction, data presentation and conclusion, and verification. The research problems are: 1) how students learn during online learning, and 2) how students' geometry thinking skills are reviewed from their learning style. The results of the study concluded that students more have auditorial learning style during online learning. Then based on the ability to think geometry, students are seen from the mastery of fundamental geometry skill indicators and reviewed from their learning style. Known students with visual learning styles master visual indicators and drawing but lack master verbal, logical, and applied indicators. Furthermore, students with an auditorial learning style show mastery of logic and applied indicators but lack mastering visual, verbal, and drawing indicators. Students with kinesthetic learning styles show mastery of drawing and applied indicators but lack mastering visual, verbal, and logic indicators.

Pola Komunikasi Antarpribadi Antara Pelatih dan Siswa Sekolah Sepak Bola (SSB) Tuna Betawi Srengseng, Jakarta Barat

This research examines the interpersonal communication patterns between coaches and students in the context of youth soccer development at the Tunas Betawi Soccer School (SSB) in Srengseng, West Jakarta. The study aims to understand how communication between coaches and students influences soccer coaching within the SSB environment. Qualitative research methods were employed, utilizing participant observation and interviews to collect data from several coaches and actively involved students in the soccer coaching program at SSB Tunas Betawi.Findings indicate that effective and supportive communication between coaches and students plays a crucial role in creating a positive learning environment and building strong relationships. This communication not only enhances the technical and tactical aspects of soccer coaching but also supports broader personal and social development among students. Coaches who can deliver instructions clearly, provide constructive feedback, and motivate students positively tend to create an atmosphere conducive to optimal learning. Furthermore, the interaction between coaches and students also significantly influences the development of students' character and mental attitudes towards sports.The implications of this study underscore the need for improving communication patterns in youth sports coaching contexts. This includes a better understanding of individual learning styles, emotional management, and motivating students to achieve their optimal potential in sports. These findings contribute significantly to the development of more effective coaching practices beneficial for children's development at SSB and other sports environments.

Effect of using multimedia and dynamic classroom integrated instruction on grade 11 students’ biology academic achievement

This study investigated the effects of multimedia and dynamic classroom integrated instruction (DCII) on students' academic achievement in two biology topics, i.e., respiration and photosynthesis. A non-equivalent, quasi-experimental design with a mixed research approach was employed. A total of 94 secondary school students participated in the study. Data were collected using biology achievement tests, classroom observations, and focus group discussions. The data was analyzed using paired and independent sample t-tests, repeated measure analysis of variance, and thematic analysis. Using the Kuder Richardson −20 (KR-20) formula, the calculated reliability coefficient of the BAT was .78. The results revealed that in the pretest and posttests, there was a statistically significant difference in biology achievement within the experimental group (t 47 = −17.461, p = .000) and in the posttest between the comparison and the experimental group (t 92 = 5.39, p = .000). Multimedia and DCII is a crucial factor that significantly enhanced academic performance between pretest and posttest scores (time effect), regardless of learning style. Still, there is no significant score difference between the three learning style groups, irrespective of time, and does not interact with each other. In conclusion, multimedia and DCII address the needs of diversified classroom learners, create a more active learning environment, simplify complex content, make the classroom busy, buffer educational inequality between learners, and replace unpractical lab activities. Mainly for abstract content, implementing systematic multimedia-based pedagogy can enhance students’ achievement.

Differentiated Instruction in Chemistry Education

Differentiated Instruction (DI) is a comprehensive approach that addresses a variety of students’ requirements and needs in a classroom environment, including their interests, readiness, and learning styles. The idea behind this approach is based on the belief that every classroom is unique. Thus, educators should review and modify their teaching practice from time to time. Hence, this study aims to identify the learning methods in differentiated instruction, their advantages, and challenges to implement in chemistry education using qualitative methods through semi-structured interviews. Seven secondary school teachers with 10 years of teaching experience in Chemistry were selected purposely for this study. To achieve the research objectives, thematic analysis is used, involving reading through the data and analyzing them according to the themes. The experts validate the updated questioning instrument prepared by the researchers to ensure the validity of the questionnaire. Findings reveal that most of them have specific experiences of using differentiated pedagogy to teach chemistry. Three of them described that students, who tend to master visual-spatial intelligence, can interpret and enhance their understanding of a chemistry concept through drawing, namely for the formation of ionic bonds and covalent bonds. For students, who master linguistic-verbal intelligence, teachers can use presentation activities to enhance their understanding of the chemistry concept. Hence, it can promote active learning, encourage students to ask questions, increase students' confidence level in performing classroom activities and other advantages. Conversely, the difficulty faced by the teachers in implementing DI is time constraint. Hence, differentiated instruction is a valuable and practical approach to addressing the diverse needs of students, promoting engagement, collaboration, and the development of essential skills for lifelong learning. Integrating DI principles can contribute significantly to creating enriching and effective learning environments as education evolves.

Did COVID-19 risk perceptions influence the handwashing behavior of the Filipino population?

The COVID-19 pandemic reminded people of the importance of proper handwashing. The degree of health risk perceptions and handwashing behavior during the COVID-19 pandemic opens essential lessons for delivering water, sanitation, and hygiene (WASH) programs across the globe. We measured the relationship between COVID-19 risk perception and the handwashing behavior of 386 Filipinos in a highly urbanized city in the Philippines. Self-made COVID-19 risk perception scale (CRPS) (Cronbach's α 0.93) and handwashing behavior scale (HBS) (Cronbach's α 0.84) were administered face-to-face. The results show that the overall handwashing behavior has a median of 4.1 (frequently), while the interquartile range (IQR) is 0.5. Regression analysis revealed that COVID-19 risk perception has a significant positive association with overall handwashing behavior (B=0.369, p-value <0.05). The COVID-19 risk perception accounts for 36.9% of the variance in handwashing behavior, F (1, 384) =11.6360, p-value=0.0007. This study proposes that public health authorities target people's experiential learning style in designing and delivering intervention programs against non-compliance with proper handwashing.

Learning Styles of the students of the faculty of Medicine at Bayazid Rokhan Institute of Higher Education, Kabul: A Cross-Sectional Study

Learning Styles of the students of the faculty of Medicine at Bayazid Rokhan Institute of Higher Education, Kabul: A Cross-Sectional Study

Identifying Student Learning Styles Using Support Vector Machine in Felder-Silverman Model

Identifying Student Learning Styles Using Support Vector Machine in Felder-Silverman Model

Few-Shot Font Generation by Learning Style Difference and Similarity

Few-Shot Font Generation by Learning Style Difference and Similarity

Shareable Driving Style Learning and Analysis With a Hierarchical Latent Model

Shareable Driving Style Learning and Analysis With a Hierarchical Latent Model

An Analysis of Students’ Mathematical Reasoning in Solving Probability Problems Judging from Learning Styles: The Converger

[Background] Several challenges are encountered by students when attempting to solve probability problems, one of which relates to reasoning about the given problem scenario. This phenomenon may arise due to variations in students’ learning styles. [Objective] Thus, the current study aimed to examine students’ reasoning abilities when dealing with probability problems, focusing on those with converging learning styles. [Method] This study employed a qualitative method, involving two students with a converging learning style who were invited to solve reasoning tasks. Three instruments were utilized: learning style questionnaire, mathematical reasoning tasks, and semi-structured interviews. The research data was analyzed through data reduction and display. [Results] The study’s findings revealed that, in solving probability problems, convergers (students with a converging learning style) primarily relied on imitative reasoning. These students demonstrated four patterns. First, they accurately and comprehensively articulated known information from a question and correctly identified the question being asked. Second, they possessed a conceptual understanding of probability but provided inaccurate explanations regarding arithmetic sequences. Although they could devise problem-solving strategies, their articulation of these strategies lacked precision. Third, they utilized the concept of probability and employed problem-solving strategies to solve the given problem and explain the steps involved in reaching the solution. Four, they derived answers from problem-solving strategies and drew accurate conclusions, often exhibiting a tendency to trust their answers and subsequently verify them. [Conclusions] Students with converging learning styles predominantly used imitative reasoning when solving probability problems.

Analysis of Students’ Errors in Solving Contextual Problems Based on the Learning Style

This research is descriptive using a qualitative approach, which has the aim of describing the errors that students have made when solving contextual problems. Error analysis was carried out using Newman's indicators and reviewed based on student learning styles. The research subjects of class VII MTs Miftahul Ulum were three students, the selection of subjects was based on filling out a learning style questionnaire. Data collection methods in this study were written tests, questionnaires, and interviews. Data analysis in this study is data reduction, presenting data, and drawing conclusions. Based on the results of the study, it was found that (i) students with visual learning style showed signs of error in process skills and in writing the final answer (ii) students with auditory learning style showed signs of error in process skills indicators and writing the final answer (iii) students with kinesthetic learning style showed signs of error in understanding indicators, process skills and writing the final answer. The factors that cause students to make mistakes are that students usually make mistakes for two reasons, namely they have minimal knowledge of the material and they rarely practice contextual problems or other problems.

Implementation Of Differentiated Learning In Class Iv Fiqh Subjects Material On Procedures For Prayer In Sickness At Mi Muhammadiyah Semondo Gombong Kebumen

The research objectives are: (1) to find out how differentiated learning is implemented in the Merdeka Curriculum in terms of content, process, product and learning environment in class IV fiqh subjects at MI Muhammadiyah Semondo; (2) to determine the supporting and inhibiting factors faced in implementing differentiated learning. This research is in the form of Qualitative Research. The students studied were class IV MI Muhammadiyah Semondo with a total of 50 children. The method used in this research is a qualitative method using field research. The data collected was implementation data, supporting and inhibiting factors for differentiated learning in class IV fiqh subjects at MI Muhammadiyah Semondo. Data collection techniques in this research used observation, interviews and documentation. The data analysis used is inductive/qualitative data analysis. The data analysis techniques used are data collection, data condensation, data presentation, and drawing conclusions. Based on the research results, it can be concluded that: (1) implementing differentiated learning in class IV fiqh subjects at MI Muhammadiyah Semondo, the teacher begins by carrying out an initial assessment to determine the students' learning styles. Next, the teacher prepares learning steps that contain differentiation of content, processes, products and learning environments, which are in accordance with the needs and interests of students; (2) supporting factors for differentiated learning, namely the existence of a policy of implementing an independent curriculum, support from the madrasa head, and a supportive learning environment. While the inhibiting factors are managing time to be effective and difficulties in the assessment process, the solution is to make clear learning plans and detailed assessment rubrics.

THE EFFECTIVENESS OF DIGITAL MEDIA IN FACILITATING THE UNDERSTANDING OF THE ISLAMIC RELIGION FOR THE Z-GENERATION IN THE ERA OF DISRUPTION

The era of disruption is marked by rapid technological developments that change various aspects of life, including how to obtain information and knowledge. Generation Z, as a generation that grew up in a digital environment, has extensive access to various digital media that can be used to deepen their understanding of the Islamic religion. This article explores multiple digital platforms that provide educational content about Islam. Through literature studies and case analysis with a qualitative approach, this article highlights the benefits and challenges of using digital media in religious education. Data was collected from various literature sources and interviews with Generation Z, namely students of the Informatics Engineering Study Program at Serang Raya University. The results of the research show that Generation Z prefers to use digital media to increase and improve their religious knowledge rather than using conventional media because it is more effective, efficient, and accessible anytime, anywhere according to Generation Z's preferences and learning styles. However, challenges such as the validity of the information and interference from irrelevant content are also identified. This article concludes that with the right strategy, good digital literacy, and continued guidance from teachers, educators, and religious leaders, digital media has great potential to become an effective tool in facilitating Generation Z's understanding and interest in Islamic teachings and can help them practice religious teachings better.

Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts

BackgroundThe learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions. AimsWe investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention. Sample116 pre-service teachers participated in the short term, and 100 in the long term. MethodsThe experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points. ResultsThe conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (p < 0.01, η2 = 0.08) and the long term (p = 0.03, η2 = 0.04). Text and podcast were equally effective in the short term (p = 0.62, η2 = 0.00, BF01 = 9.13) and the long term (p = 0.67, η2 = 0.00, BF01 = 39.94). ConclusionPodcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention.

Development of E-LKPD in Differentiated Learning to Improve Students’ Mathematical Communication Skills

This research aims to describe the development process and quality of web-assisted E-LKPD in differentiated learning based on learning styles with a problem-based learning model to improve junior high school students' mathematical communication skills in terms of the validity of the E-LKPD, practicality, and effectiveness. This research was conducted in class VII of SMP Negeri 14 Jambi City. The method used in this research is Research and Development using the ADDIE model. Where the results of this research come from the percentage of material validation of 91% in the "very valid" category, the percentage of design validation of 88% in the "very valid" category, the percentage of practicality by teachers of 96% in the "very practical" category, the percentage of practicality by students of 89 % categorized as "very practical", the percentage of effectiveness by students was 91.25% categorized as "very effective" and the calculation of the gain value in improving students' mathematical communication skills was 76% categorized as "quite effective".

Analisis Penerapan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning Pada Mata Pelajaran Matematika Kelas V SDN Pandean Lamper 04

Education is a conscious effort in creating a learning environment and a pleasant process so that students actively develop their potential. Differentiated learning is one of the strategies that teachers can use to meet the needs of each student. Mathematics learning activities for some students are scary lessons, because they are not in accordance with their wishes. One way to make students active in learning Mathematics is to have a problem-solving-based learning model, so that learning is not only centered on teachers and students can solve problems related to mathematics. The purpose of this study is to determine the application of differentiated learning with the Problem Based Learning (PBL) model in Mathematics learning in grade V SDN Pandeanlamper 04 on measuring and comparing angles. The subjects of this study are 26 students. The research method used is qualitative descriptive. Data were obtained from classroom observations during learning and documentation results. Based on the results of the study, it was shown that teachers used differentiated content and processes in the implementation of differentiated learning. The grouping of students based on learning styles is visual, auditory, and kinesthetic. The application of the PBL model is used so that students can solve problems related to mathematical problems, especially in the material of measuring and comparing angles.