Learning Styles Of Students Research Articles

Leveraging machine learning techniques for student’s attention detection: a review

With the advances of the internet and today's innovation, it has become conceivable to conduct teaching and learning activities remotely through the online platform. Existing research says that student’s attention state and learning result are strongly correlated. However, despite its importance, this can be a challenging task, as students in general taking an online class may be in a variety of different environments and may be multitasking or distracted by other factors. This review paper aims to address these challenges by exploring the opportunities offered by machine learning techniques in attention detection for effective online teaching and learning. By leveraging machine learning algorithms, which can analyze large volumes of data, including eye-tracking, facial expressions, and body movements, we can develop robust models for attention detection in online learning environments. This paper reviews the challenges specific to online learning, such as students' attention deficits and learning styles, and highlights the limitations of current attention detection methods. Furthermore, it provides recommendations to advance attention detection technology, emphasizing the potential of machine learning to enhance attention detection technology for effective online teaching and learning.

Education transformation in Indonesia requires the implementation of differentiated learning

This study describes teachers’ perceptions of implementing education transformation after the Corona Virus Disease 2019 (COVID-19) pandemic. The research method uses a mixed-method approach: quantitative and qualitative. Quantitative data collection using questionnaires. Analysis of quantitative data using the Rasch model. Qualitative data analysis through the collection, reduction, and presentation. The respondents of this research are 389 teachers in Indonesia. The questionnaire instrument contains 21 items of statements. Before being sent to teachers via the Google form, the questionnaire had met the readability test by 10 teachers. This research found that the most effortless education transformation is related to the education ecosystem. However, implementations still challenging to implement are related to pedagogy, especially the implementation of differentiated learning. Therefore, this study implies that the educational ecosystem needs to be maintained. Meanwhile, pedagogics, especially those related to differentiated learning, must be improved with various training to recognize student learning styles, multiple intelligences, learning readiness, teacher socio-emotional, and student socio-cultural.

Analysis of Students’ Needs and Characteristics toward Science to Support Differentiated Learning of Kurikulum Merdeka

The problem that occurs in the implementation of Kurikulum Merdeka is the limited of differentiated and integrated Computational Thinking (CT) teaching materials provided by the government which can be used by teachers to direct students to think computationally thinking while focus to students' learning needs, especially in science learning which is a developmental milestone of science development. The aims of the research are to analyze students’ needs and character mapping of students toward the development of differentiated digital modules integrated CT in science subject. The method used in this research is a qualitative descriptive method involving 10 junior high schools that have implemented Kurikulum Merdeka. The population in this study was 19,034 students of 101 junior high schools in Bireuen District. Meanwhile, the sample used in this research was 260 junior high school students from 10 schools in Bireuen District. From the results of data analysis, it was found that the proportion of learning styles for junior high school students in Bireuen District is dominated by auditory learning styles. Furthermore, the distribution of multiple intelligences is dominated by students with logical/mathematic intelligence. Lastly, the student perceives that science learning is enjoyable

Analysis of Students' Mathematical Concept Understanding Ability on Circle Material Based on Learning Style

This research aims to analyze students' mathematical concept understanding ability in solving circle material problems by considering learning styles. The method used in this research is qualitative method with descriptive approach. This research was conducted on students of class XI Culinary 1 at SMKN 6 Semarang which amounted to 36 students. Data were collected through mathematical concept understanding test and student learning style questionnaire. The subjects in this study were three students who represented each student's learning style. The techniques used to collect data were observation, mathematical concept understanding ability test, interview and documentation. The results showed variations in learning styles and variations in students' mathematical concept understanding abilities in solving circle material problems. Learners with visual and auditory learning styles tend to have better understanding abilities in solving the problem, while learners with kinesthetic styles show different patterns. So it can be concluded that the learning style of learners can affect students' mathematical understanding ability in solving circle material problems, therefore the importance of recognizing the learning style of students in the mathematics learning process. Each learner with a different learning style has a different mathematical concept understanding ability, so an approach that is in accordance with the characteristics of learners is needed to improve students' mathematical concept understanding ability.

Pembelajaran Berdiferensiasi Sebagai Upaya Menguatkan Profil Pelajar Pancasila Dalam Kurikulum Merdeka

This study aims to describe the implementation of differentiation learning as an effort to strengthen the Pancasila Student Profile in the independent curriculum. This research is qualitative description research using library research methods. Using data analysis techniques in the form of reading and recording techniques. The results of this study show that the differentiated approach consists of three aspects, namely content differentiation, process differentiation, and product differentiation. 1) Content differentiation includes what students learn. In this regard, teachers modify the curriculum and teaching materials based on the learning styles and disability proceedings possessed by students. The content of the curriculum is adjusted to the circumstances and abilities of the students. 2) Process differentiation is the way students process and process ideas and information. How students interact with the material and how that interaction becomes a part that then determines student learning choices. Due to the many learning styles and differences in learning style choices presented by students, the class must be modified to accommodate different learning needs. 3) Product differentiation is how students demonstrate what they have learned. Learning products allow teachers to assess what material has been mastered by students and then present the next material. Student learning styles can also determine what student learning outcomes will be shown to the teacher.

Learning Style Approaches in Christian Education

ABSTRACTLearning style theories suggest that individual learners may have different ways of learning and will probably learn better with their preferred learning methods. Educators in almost all fields are increasingly aware of the importance of adopting learning style approaches, which requires instructors to understand the diverse learning styles of students and adapt their teaching strategies to accommodate various learning styles. Given the existence of diverse learning styles, it is impossible to have any single correct way to learn or to teach. However, instructors can provide students with a beneficial and rewarding learning experience by accommodating various learning styles. As the research in the field of learning styles testifies, students will benefit from learning style approaches that are properly adopted. In various areas of Christian education, Christian instructors are also able to make use of learning style approaches to facilitate the learning process of their students.

In-person and Hybrid Learning in the Training of Professionals in Higher Education. An ict-centric Approach

Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.

Exploring Elementary School English Teachers' Voices in Gaining Students' Attention in Learning

Student attention plays a pivotal role in learning. It becomes the gateway to learning engagement, behavioral management, and academic achievement. This research investigates several methods elementary school teachers use in Indonesia to capture and maintain students' attention during English language instruction. This study examines the methods and challenges faced in the interaction process, which is crucial for successful learning. The research utilizes a qualitative descriptive study design, including in-depth interviews with three experienced English teachers. The findings indicate that teachers use many interactive and sensory-stimulating methods, including games, total physical response activities, songs, gestures, and visual aids, to attract and hold students' attention. These methods are essential for sustaining involvement and accommodating learning preferences and cultural contexts. However, teachers need more resources, training needs, and a diverse array of students' interests and learning styles, all of which might hinder the execution of these methods. This research emphasizes the need to provide teachers with customized training and resources to use attention-grabbing methods successfully. This study adds to the broader conversation on educational methods in linguistically and culturally diverse settings, indicating that improving teacher support and resources is crucial for promoting successful English language instruction at the elementary school level.

The Comparative Study of Students Learning Styles Towards Their Ability in Grammar

This research was purposed to discover students’ learning style and the differences of students’ grammar ability among the visual, auditory and kinesthetic learning style. The research followed comparative quantitative design. The participants of the research were 83 students of the sixth semester of English education department of State Islamic University of Sjech M. Djamil Djambek Bukittinggi. Data were collected by using questionnaire and documentation. Data analysis was conducted using descriptive statistical analysis of SPSS program after scoring the respondents’ questionnaire response by Likert scale point and calculating students’ final score of grammar subject. The results revealed the dominant style that students have are visual, auditory and kinesthetic learning style and visual style as the majority. The compared students’ grammar final score exhibited differences of students’ grammar ability. Students with kinesthetic learning style obtained the highest score (88,72) and also the lowest score (66) than visual and auditory learning style. The highest mean score was obtained by auditory learning style (82,33). In conclusion, students’ grammar ability was significantly different among the students with visual, auditory and kinesthetic learning style.

Exploring the Influence of Ai-Powered Learning Tools on Student Understanding and Academic Performance: A Comprehensive Analysis

This analysis delves into influence of AI-Powered learning tools on Student Greater Clarity and academic performance. With the rapid advancements of artificial intelligent(AI) technologies, educational institutions have increasingly incorporated AI-Powered tools into their teaching and learning processes .The study investigate the effects of AI-Powered learning tools on student understanding across various academic disciplines. It examines how these tools enhance students comprehensions of complex concepts, Unravel, Interpretive, and overall academic performance. Additionally, the analysis explores the potential benefits and challenges of AI technology in education. To conduct this analysis, a systematic literature review is performed, incorporating both quantitative and qualitative studies publish between academic journals, conference proceedings, and relevant reports from reputable sources. The collected data is analyzed using thematic analysis and statistical techniques to identify common themes, trends, and patterns. Preliminary findings suggest that AI-powered learning tools offer performance. These tools offer personalized learning experiences by adapting to students individual strengths, weaknesses, and learning styles. The provision of immediate feedback and targeted interventions helps students identify and address their misconceptions, leading to improved comprehension and knowledge retention.

The Concept of Differentiated Learning and Its Implementation in Islamic Education

Differentiated learning has emerged as a critical approach to addressing the diverse learning styles of students. In Islamic education, the need for tailored educational strategies is paramount to achieve holistic development encompassing academic, moral, and spiritual aspects. This research aims to explore the concept of differentiated learning and its implementation in Islamic education, focusing on the impact of different learning styles on student outcomes. This study employs a qualitative approach through library research. Data collection involved comprehensive literature review from books, journal articles, theses, and dissertations. The data were analyzed using thematic content analysis to identify patterns and themes related to differentiated learning and its application in Islamic education. The findings reveal that recognizing and accommodating diverse learning styles—visual, auditory, and kinesthetic—through differentiated instruction significantly enhances student engagement and academic performance. Implementing differentiated learning strategies in Islamic education supports the development of well-rounded individuals. However, challenges such as limited resources and the need for teacher training must be addressed. Educators in Islamic schools should receive adequate training in differentiated instruction techniques. Curriculum development should incorporate flexibility to cater to different learning styles. Further research is needed to explore effective strategies and best practices for implementing differentiated learning in Islamic education contexts.

ONLINE LEARNING MODEL TO IMPROVE THE STUDENTS’ ACHIEVEMENT IN DESIGN OF INFORMATION AND COMMUNICATION TECHNOLOGY

The rapid advancement of technology and the growing demand for ICT skills have necessitated innovative educational approaches to improve student achievement. Traditional classroom-based teaching often struggles to keep pace with the dynamic and evolving nature of ICT education. The variability in student learning styles and the increasing requirement for digital skills necessitate a flexible and scalable educational model. This study focuses on developing an effective online learning model tailored to enhance student performance in the field of Design of Information and Communication Technology (ICT). The study employed a mixed-methods approach, combining quantitative and qualitative data. Participants included undergraduate students enrolled in an ICT Design course. They were given access to an online learning platform offering interactive video lectures, multimedia resources, assessments, and collaborative projects. Data collection included pre- and post-tests to measure academic performance, surveys to gauge student satisfaction, and focus group discussions to gather qualitative insights into their learning experience. The findings indicated a significant improvement in student achievement, with post-test scores consistently higher than pre-test scores across all participants. The model's flexibility allowed students to learn at their own pace, leading to a deeper understanding of key concepts. Interactive resources and collaborative projects enhanced engagement and fostered critical thinking. Moreover, the majority of students expressed high satisfaction with the online learning experience, citing the variety of resources, self-paced learning opportunities, and collaborative forums as significant contributors.

Penerapan Pembelajaran Berdiferensiasi dalam Memenuhi Gaya Belajar Siswa Peserta Didik di Sekolah Dasar

The differentiation approach in learning styles has become a significant subject of attention in the educational context, especially at the elementary school level. This research aims to explore the implementation and impact of differentiated learning on content, processes and learning products in elementary schools based on student learning styles. Based on a review of literature and related research, it was found that content differentiation allows teachers to present open-ended material tailored to students' needs and level of understanding. Meanwhile, process differentiation helps in adopting diverse teaching strategies that suit each student's learning style. Additionally, product differentiation provides students with opportunities to express understanding through different types of assignments or projects, allowing for creative development of talents and interests. The research results show that the approach to learning styles has a positive impact in creating a learning environment that supports and improves overall learning outcomes. Therefore, differentiated learning in elementary schools is becoming increasingly important in supporting the successful learning of each student.

An Analysis of Students’ Learning Needs for the Seventh Grade Students at MTs. Barana

This research aims to identify the needs of students at Madrasah Tsanawiyah (MTs.) Barana. This research used a qualitative descriptive research design with 10 seventh-grade students as the subjects in this research. In collecting the data, the research instruments in this research were interview guides. The interview was conducted with a student to find out their needs for English lessons. The researcher found that the needs of MTs. Barana students related to English lessons were the need for images in the textbook, vocabulary list to assist students knowing the meaning, more emphasis on pairs learning and learning should more focus on how to read and pronounce the words in English. Additionally, the students also revealed their needs for English lessons. First, the students’ necessities are English as a subject at school thus they need it to pass the exam, go abroad, and achieve their dreams as well as they want to learn English because never learned it in Elementary school. The second, is students’ lack or difficulty, they are difficult to find the meaning, read the passage and pronounce the word in the textbook. The third, students’ wants are images to assist them in guessing the meaning. The fourth, student skills needed are vocabulary, reading and pronunciation. The last, student learning styles are listening or auditory learning and they prefer to learn in pairs compared with individually as well as in groups.

Pembelajaran Berdiferensiasi Sebagai Upaya Menguatkan Profil Pelajar Pancasila Dalam Kurikulum Merdeka

This study aims to describe the implementation of differentiation learning as an effort to strengthen the Pancasila Student Profile in the independent curriculum. This research is qualitative description research using library research methods. Using data analysis techniques in the form of reading and recording techniques. The results of this study show that the differentiated approach consists of three aspects, namely content differentiation, process differentiation, and product differentiation. 1) Content differentiation includes what students learn. In this regard, teachers modify the curriculum and teaching materials based on the learning styles and disability proceedings possessed by students. The content of the curriculum is adjusted to the circumstances and abilities of the students. 2) Process differentiation is the way students process and process ideas and information. How students interact with the material and how that interaction becomes a part that then determines student learning choices. Due to the many learning styles and differences in learning style choices presented by students, the class must be modified to accommodate different learning needs. 3) Product differentiation is how students demonstrate what they have learned. Learning products allow teachers to assess what material has been mastered by students and then present the next material. Student learning styles can also determine what student learning outcomes will be shown to the teacher.

Menuju Pembelajaran Yang Efektif: Menelaah Hubungan Gaya Belajar dan Motivasi Belajar Terhadap Hasil Belajar Peserta Didik di MAN 2 Kota Malang

This research aims to analyze the relationship between learning styles learning motivation and student learning outcomes at MAN 2 Kota Malang. This research uses a quantitative research design with a correlational approach. The research sample was taken simply randomly as many as 100 people. The instruments used include learning style questionnaires, learning motivation questionnaires, and learning outcomes tests. Data analysis was carried out using multiple linear regression tests. The results of the research show that (1) there is a significant relationship between learning style and learning motivation and student learning outcomes, (2) learning style and learning motivation simultaneously influence student learning outcomes, and (3) visual learning style and motivation Intrinsic is the most dominant factor influencing student learning outcomes. The implication of this research is the importance of a learning approach that pays attention to individual learning styles and learning motivation so that it can grow student learning outcomes at MAN 2 Kota Malang

Mimetic Teaching Strategy in Design Education: Relationship Between Students Learning Style and Creativity

Mimetic Teaching Strategy in Design Education: Relationship Between Students Learning Style and Creativity

Hassle and Tussle: The Challenges of Teachers in Carmen National High School

This research paper provided a concise overview of the study that aimed to understand and address the challenges of teachers at Carmen National High School. The research aimed to explore the challenges of teachers, particularly how the prevailing obstacles significantly impacted their instructional capabilities. It entailed assessing in-person teaching experiences, coping strategies for challenges, improvement efforts, and insights gained from these encounters. Anchored in David Kolb's Experiential Theory, the study employed phenomenology to subjectively explore conscious experiences. It identified emerging themes among the challenges, coping mechanisms, and educational insights, shedding light on the complex landscape of teaching. Through participant responses, challenges such as understanding the different learning styles of students, staying up to date with learning technology, and the lack of effective communication with students were revealed. Coping mechanisms included creating engaging lesson plans for students as well as behavior and classroom management. Educational insights encompasshaving the right attitude in teaching,professional development, and acknowledging students’ characteristics. The conclusion discussed implications for stakeholders and proposed future directions for customized professional development, enhanced communication, and student-centered approaches, emphasizing the significance of fostering an inclusive, technology-enhanced learning environment and contributing to ongoing educational research.

Learning Style Preferences Among Undergraduate Medical Students of Lahore, Pakistan and Factors Related to it

Objectives: The objectives of the study were to assess the learning styles of medical students using the VARK Questionnaire and to study factors related to their learning style preferences. Methods: A descriptive cross-sectional study, using the validated 16-point VARK Questionnaire Version 8.01, was conducted among medical students in Lahore, Pakistan, from May to October 2023. Through non-probability virtual snowball sampling, 360 students from various medical colleges responded to online Google forms distributed via emails and WhatsApp groups. Data were entered, cleaned, and analyzed using Statistical Package for the Social Sciences (SPSS) Version 26. The Chi-square test determined associations between variables, with a significance level set at p < 0.05. Results: The respondents had a mean age of 21.56±1.608. The study revealed that 68.9% preferred a unimodal learning style, with Visual (25%) being the most favored, followed by Read/Write (15.2%), Aural (14%), and Kinesthetic (13.5%).About 65% of respondents were unaware of their learning styles. No statistically significant relationships were found between learning style and gender, clinical year, schooling background, or institute type. However, significant relationships were found with age, academic performance, and preferred teaching methodology (p=0.05, p=0.04, and p=0.007, respectively). Conclusion: The present study highlighted the independence of learning styles from demographics. The identified relationship between learning styles, preferred teaching methodologies, and academic performance emphasizes the significance of this knowledge for medical educators and students in fostering lifelong learning. It's noteworthy that majority of students demonstrated unimodal sensory preferences, reinforcing the importance of tailored teaching strategies to maximize learning potential. Keywords: Learning, style, VARK, Medical Education, Teaching Methods, Medical Students

Profile of open-start problem-solving with context Sarangan Lake viewed students' learning styles in junior high school

This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.