Student Styles Research Articles

Adapting player styles to enhance learning and retention in high school science education

The impact of player styles in game-based learning on academic performance is a significant consideration, with the exploratory style being one of these styles. Despite the initial random sampling of 60 tenth-grade students to ensure unbiased representation, the sampling method became purposeful as students with the exploratory player style were selectively placed in the first experimental group. Pre-test data, collected using Bartle’s player styles questionnaire, informed the categorization of students into groups based on their styles, enhancing sampling accuracy. The Explorer player style students formed one group, while students with other styles constituted a separate group. All students completed the Player Styles questionnaire and a pre-learning test. Subsequently, an exploratory-style game was provided to all students, followed by learning and retention tests. The data analysis method employed for this study was MANCOVA. The outcomes of the multivariate analysis of covariance (MANCOVA) demonstrate a substantial multivariate F value of 7.075 (df = 2) with a significant level at p < .05. This outcome substantiates the existence of a notable distinction between the students belonging to the first group (exemplifying the explorer player style) and those in the second experimental group (encompassing the socializer, achiever, and killer player styles) concerning the dependent variables (learning and retention). The observed distinction is in favor of the first experimental group, underscoring the potential influence of player styles on the variables under consideration.

Layers of Student Understanding Based on Pirie Kieren's theory in Solving Story Problems in Terms of Cognitive Style

Objective: Understanding lines and angles serves as the foundation for further mathematical topics such as trigonometry, geometry, calculus, etc. Students may struggle with advanced mathematical reasoning and problem-solving without a firm grasp of these basic concepts. This study aims to investigate how students' mathematical understanding processes are based on the folding back theory. Method: The research utilizes a qualitative approach with descriptive eksploratif design. Two subjects were selected from 28 seventh-grade students, each representing the field-dependent and field-independent cognitive style. Data was collected through mathematical comprehension tests, GEFT tests, and interviews. Data were analyzed through data reduction, data presentation, and verification stages, with each subject being interviewed to verify the processes. Results: Based on the research results, students in the field-independent cognitive style were much more active and better understood the problem-solving process than those in the field-dependent. However, both subjects still required learning assistance. Novelty: This research explores the folding back theory in the mathematical understanding process based on cognitive styles, whereas previous studies have mainly focused on mathematical comprehension abilities. Therefore, further research would benefit from using instructional media to better engage students in understanding the material.

Analysis of Junior High School Students' Errors in Solving Mathematical Literacy Problems based on Newman Procedure Viewed from Students’ Learning Styles

This study aimed (1) to determine students' mathematical literacy skills viewed from learning styles; (2) to know and describe students' mistakes in solving mathematical literacy questions based on Newman procedure viewed from students' learning styles; and (3) to know the causes of students' mistakes in solving mathematical literacy questions based on Newman procedures viewed from learning styles. This research was a qualitative research with a case study type and used a descriptive approach. The subjects of this study were 53 students of class VIII, 11 Public Junior High School, Tegal, Indonesia. The data were collected using questionnaires, tests, and interviews, which were then analysed. The results showed that: (1) the students' learning styles were visual, auditory, kinesthetic, and auditory-kinesthetic; (2) visual learning style students have the best mathematical literacy skills because they reach the lowest level 3 and the highest level 4, whereas kinesthetic learning style students made the most mistakes; and (3) the causes of students' errors in solving mathematical literacy questions viewed from their learning styles tend to be the same, i.e.: students do not master patterns and sequence material, and students felt rushed when working on the questions.

Analisis Kemampuan Berpikir Kreatif Siswa Smp Kelas Viii Pada Materi Sistem Persamaan Linear Dua Variabel Ditinjau Dari Gaya Kognitif

This research was conducted with the aim of describing the creative thinking abilities of Grade VIII junior high school students with the characteristics of fieldindependent cognitive style students in solving math problems on SPLDV material. Theapproach used in this study is a qualitative approach. The subject of this study was classVIII F students of SMP Negeri 36 Semarang for the academic year 2022/2023, with a totalof 1 person, namely students with the FI cognitive style. Subjects were determined bycarrying out the GEFT test to determine students' cognitive styles. The data collectionmethod used in this study used written data from the SPLDV test and interviews. TheSPLDV test is adjusted to indicators of creative thinking, namely fluency, flexibility andnovelty. The data analysis technique used is data reduction, data presentation and conclusion. Data validity checking techniques using source triangulation. The results of this study indicate that students with the FI cognitive style fulfill all indicators of creativethinking, namely fluency, flexibility and novelty.

Kemampuan penalaran matematis konten PLSV ditinjau dari gaya belajar siswa di SMP

This study was motivated by the low mathematical reasoning ability of students. This happens because students cannot fulfill the indicators of mathematical reasoning. This study aims to describe students' mathematical reasoning ability on the material of linear equation one variable based on students' learning style. The method used in this research is descriptive qualitative. The subjects of this study were three students consisting of one visual learning style student, one audiotorial learning style student, and one kinesthetic learning style student of class VIII A SMP Negeri 1 Kemusu. Data collection techniques in this study used questionnaires, tests, and interviews. Questionnaires were used to categorize students' learning styles. While the test was conducted to determine the mathematical reasoning ability of students and interviews were conducted to strengthen the answers to the test questions that had been done. The results of this study indicate that visual learning style and kinesthetic learning style students have high mathematical reasoning and audiotorial learning style has low mathematical reasoning.

Implementation of Differentiated Learning on Mathematical Critical Thinking Ability

This research focuses on the differences in mathematical critical thinking skills between students who use differentiated learning strategies and those who use undifferentiated learning strategies. The methodology used in this research is experimental research using the nonequivalent posttest-only control group design. The participants of this study consisted of X-1 and X-3 students at SMA Negeri 1 Mantup with 30 students in each class. Each class was divided into 5 groups with the number of each group of 6 students. The data used in this study came from instruments in the form of a questionnaire that assessed students' learning styles in the experimental class, as well as a post-test that measured mathematical critical thinking skills. The posttest used consists of three essay questions covering 4 critical thinking indicators, namely interpreting, analyzing, evaluating, and inferring. The scores obtained by students will be assessed using the T test or independent samples T test. Based on the research findings, 3 learning style groups were obtained with 14 students of visual learning style, 8 students of auditorial learning style, and 8 students of kinesthetic learning style, respectively. For the post-test results of each class showed that there were differences in mathematical critical thinking skills between students who received differentiated learning and students who received undifferentiated learning with a t value of 2.781 exceeding the t table value of 2.001 which means there is an influence between differentiated learning on mathematical critical thinking skills.

INFLUENCE OF CITIZEN PROJECT LEARNING MODEL TOWARD THE STUDENTS GRADE VII LEARNING STYLE AND OUTCOME OF GAJAH MADA PRIVATE JUNIOR HIGH SCHOOL MEDAN

Study this is purposeful For know the influence of the project citizen learning model on results and style Study student . Population study it consists from 7 classes (242 students ) . The class V-1 sample consisted of 39 students for the class experiment and class V-2 totaling 39 students For class control taken _ in a way cluster random sampling . Variable study in dependent learning based m multiple i ntelligences and variables dependent that is results Study and style Study student . Study This is study quasi experiment . Technique data collection with test , documentation , and observation . A data analysis uses statistics inferential . Results _ research test Fh = 0.000, p = 0.05, so the project citizen learning model has an effect in a way simultaneity and significance to results Study student . Test result in sub structure for each variable study is known that interpersonal intelligence has influence which are more big to results Study student that is amounting to 16.24%. Fh test results = 0.00, p = 0.05, the project citizen learning model is influential in a way simultaneity and significance to style Study student . Testing _ in terms of the sub structure of each variable study is known intelligence kinesthetic own more influence _ big to style study students 24.60%. Learning outcomes students in class experiment different with results Study students in class control . Average value of results Study students in class experiment more tall compared to with average value of results Study students in class cont r ol (74.47 ±7.49 >55.64± 7.55 ). Learning style students in class experiment different with style Study students in class control . Average force value Study students in class experiment more tall compared to with mark style Study students in class experiment . (61.54 ± 7.53 > 49.48 ± 7.69 ).

Numeracy Abilities of Reflective and Impulsive Cognitive Style Students in Solving SPLDV Problems

Numerical ability is an important ability for students to have. This study aims to analyze students’ numeracy abilities in the matter of a two-variable linear education system (SPLDV) in terms of reflective and impulsive cognitive styles, so that the research approach used is qualitative with a descriptive type of research. This study's subjects were four students divided into two reflective students and two impulsive students. The data collection technique used is the Matching Familiar Figure Test (MFFT), a numeracy skills test, interviews, and documentation. The results showed that subjects with a reflective cognitive style were able to fulfill 4 numeric indicators (understanding problems, designing problem solutions, implementing strategies, and re-examining). given has a relatively small tendency to be wrong. Whereas subjects with an impulsive cognitive style can answer all questions but only fulfill 2 numeration indicators (understanding problems and designing problem solutions), and require a fast time to solve questions, so the answers given have a relatively large tendency to be wrong.

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

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

Analysis of The Ability Student of SMA Al Islam Krian to Understanding Mathematical Concepts in Terms of Learning Styles

This research aims to analyze and describe the ability of students of SMA Al Islam Krian to Understanding Mathematical Concepts in Terms of Student Learning Styles for the 2022/2023academic year on the material of circle equations in terms of learning stylesusing include auditory, visual, and kinesthetic learning styles with a qualitative descriptive approach. The data collection techniques used were tests and interviews, with research instruments in the form of learning-style questionnaires, test questions, and interviews. The results of the study, it was found that from the visual learning style students with high abilities were able to understand mathematical concepts, whereas students with low abilities were not yet able to understand mathematical concepts. Meanwhile, from the auditory learning style, students with high and low abilities are less able to understand mathematical concepts. If from the kinesthetic learning style students with high abilities are less able to understand mathematical concepts, while students with low abilities are not yet able to understand mathematical concepts.

Humanistic Philosophy of Learning Differs From the Curriculum in ES

This research aims to discuss the application of humanistic philosophy in differential learning to the Merdeka Curriculum in Elementary School (ES). The method used in this study is a library study or literature review. Data collection techniques are done by searching for articles, books, slides, and other information on the internet. Based on the results of research, it is known that humanistic philosophy emphasizes the appreciation of individual uniqueness, student empowerment, collaboration and communication, meaningful learning experiences, and lifelong learning. Differentiated learning recognizes the individual differences of students in abilities, interests, and learning styles. In the Merdeka Curriculum, a differentiated learning approach based on humanistic philosophy creates an inclusive environment in ES. Teachers understand the uniqueness of each student and design learning strategies that suit their needs. Students are empowered to take an active role in their learning, choose learning goals, and be responsible for their learning progress.

Assessment of Learning Styles in Final Year Medical Students: Comparison of Private and Government Medical College

Objective: to make a comparison of preferred learning style of final year MBBS medical students of a private medical college with that of Government sector institution. Method: Participants of this observational study were final year students of Services Institute of Medical Sciences Lahore (SIMS) and Lahore Medical and Dental College (LMDC) Pakistan. Fifty Final year students from each college filled the Vark Questionnaire. They were assessed according to their favorite method of learning and were classified as kinesthetic, visual, auditory, or read/write. Comparison of VARK scores between colleges was done by Independent Sample T-Test. Results: There was no significant difference in preference of learning styles among students of both medical colleges. Majority students of both colleges preferred Unimodal style (LMDC-78% vs SIMS-74%). Multimodal style was seen in the rest of students. Read/writing was common among the students of both colleges (20%). Kinesthetic style was preferred by 34% of students of private vs 20% from Government institution. Conclusion: Teaching should involve all sensory modality so that all types of students can actively participate in learning session.

A Modified Claim, Evidence, Reasoning Organizer to Support Writing in the Science Classroom

There are endless numbers of investigations that a student can be exposed to in the science classroom. Regardless of the investigation, students may sometimes be asked to construct a scientific explanation of a phenomenon or research question. One style students may use to write their response integrates the claim, evidence, and reasoning framework. As students learn to write in this style, it is important that they are provided with supports such as organizers. While many organizers exist, there are some additions that can be made to improve on the student’s experience. This article shares an example of a CER organizer that others can use and modify in their own classrooms. Rationale for its design is also provided.

Secondary Level Students’ Choice of Learning Styles in Nepalese English as a Second Language Classrooms

Many research studies agreed that learning is an idiosyncratic process since individual learner possesses a unique style of learning. This research is an attempt to investigate the learning style students in grades 11 and 12 employ in learning academic and nonacademic texts. For the same, 10 students from five higher secondary schools were chosen as the sample for the study using a judgmental sampling procedure. Semistructured interviews were conducted, and data were analyzed descriptively. The findings suggest that learning style depended on the type of texts they learned and the time-bound contexts of learning. In this, it was identified that each of the learners shifted from creative learning to rote learning when they needed to prepare for the examination.

Cybernetic Tthinking: Serealist and Wholist style as an English Grammar Pproblem Ssolving Learning Pperspective during a pandemic

This study aims to describe the way of thinking of cybernetics students with Serialist and wholist thinking styles to solve English grammar problems. The study used a qualitative approach, so the data collection techniques used questionnaires and instruments in the form of tests of English grammar questions and interviews. Implementation of research at the Faculty of English Tarbiyah in the second semester of Fatmawati Sukarno State Islamic University Bengkulu in the 2020/202 academic year. The research sample used a purposive sampling technique, namely two students with a serialist thinking style and two students with a holistic thinking style. The results showed that the question information received by Serialist and wholist thinking style students entered the five senses directly through the senses of sight and hearing. The process of attention occurs after the questions are read and understood so that perceptions arise as concepts that are needed from long-term memory to solve problems. At the time of reunion, serialist thinking style students are very risky to improvise. While students with a wholist thinking style, the concepts needed in short-term memory are not stored properly by long-term memory, so these students often experience mistakes and forget when doing retrieval; as a result, these students are more likely to generalize excessively. These two thinking styles are expected to be able to become perspectives on the development of thinking styles in the teaching and learning process during the current pandemic.

Investigating Omani EFL Students’ Learning Styles at the Foundation Program in UTAS-Salalah

This study aimed to investigate the most preferred learning styles by Omani EFL students’ and to find out the relationship between the students’ learning style and their gender. 100 students were selected randomly from the four levels in the foundation program at the University of Technology and Applied Sciences. There were 56 females and 44 males. The participants answered the Grasha-Riechmann student learning styles scale. The findings indicated that the dependent learning style was the most preferred learning styles by Omani EFL students. Also, the female students obtained significantly higher mean in collaborative than male students, but in the rest of the learning styles, students were almost the same. The avoidant learning styles was the least favorite learning style by both female and male students. Based on the results, Omani EFL students are more dependent on their teacher and classroom. Moreover, female students tend to collaborate with other students and participate in their different activities and there is no huge difference between female and male students in the other learning styles. The results of this study can help teachers to become more sensitive to the diverse learning styles and it can serve as a guideline to design course content that is more compatible with the students’ styles.

LEVEL ANALYSIS AND SUPPORTING FACTORS OF THINKING ABILITY ANALYTICAL IN SOLVING PROBLEM BASED PROBLEMS REVIEWED FROM THE LEARNING STYLES OF STUDENTS

The ability to think analytically is one of the important abilities that must be mastered by students, being able to help students to analyze a problem logically, especially in looking for the relationship of concepts and situations that will be faced more easily, in addition to the ability to think analytically and logically play an important role to form patterns of logical structure in knowledge. The research method used is a mix-method that is a combination of methods (qualitative and quantitative) with a naturalistic design. This research was conducted at Ponorogo 1 Public Middle School with a sampling technique through purposive sampling. Data were collected through semi-structured interviews, observations and documentation which were then analyzed using quantitative descriptive and qualitative descriptive. This study investigated to determine the level of analytical thinking skills of students in solving problem-based problems in terms of learning styles and supporting factors in improving analytical thinking skills. The results showed that: 1) The level of analytical thinking ability in terms of the learning styles of students, namely (a) visual style students are at the level of ability to conclude the main ideas that are more dominant, (b) on audiovisual students that are at the ability to identify and knowing various errors, (c) in kinesthetic learning style students are at the level of ability to identify a problem and at this stage a good understanding is needed. (2) Factors supporting students' analytical thinking skills and learning styles, Through these results it is expected to provide theoretical and practical insights for educators in determining the approaches and strategies for achieving analytical science competencies according to the learning styles of students in schools.

The Description of Student's Mathematical Communication Skills in Solving Circle Problems in Term of Learning Style

This research aims to find out the description of a student's mathematical communication skills in solving circle problems, judging from learning style. The type of research used is qualitative research with a descriptive approach.There are six research subjects namely, two visual learning style students, two auditorial learning style students, and two kinesthetic learning style students. The main instrument in this research is the researcher and supporting instruments used are written test instruments and interview guidelines. Data collection techniques in this study are tests and interviews. Data analysis techniques were used, namely data condensation, data presentation, and drawing conclusions. The results showed that subjects with visual learning styles were able to meet all indicators of mathematical communication ability while subjects with auditory learning styles and kinesthetic learning styles were only able to meet 3 of 5 indicators of mathematical communication ability.

DESKRIPSI PENALARAN SPASIAL MAHASISWA CALON GURU BERGAYA BELAJAR VISUAL

Spatial thinking is a skill to remember, operate, manipulate, predict, combine, interpret, transform, explore an object to solve problems in various life contexts. Spatial thinking requires three related components, namely: the concept of space, spatial representation methods, and spatial reasoning. The difficulty of students for representing ideas encourages researchers to observe the spatial reasoning of elementary teacher training program’s student. Visual learning style is closely related to exact mathematical soul. Therefore, this study focuses on describing elementary teacher training program’ student’s visual learning style. The subjects of this research are students of class 2019 A and 2019 B as many as 70 elementary teacher training program’s student who are taking elementary school mathematics learning courses at a University in Surabaya and have been grouped into high, medium groups. and below. Medium group elementary teacher training program’s student were selected to be given a learning style test, which then described their spatial reasoning. The purpose of this study was to describe the reasoning of elementary teacher training program student’s visual learning style. This research is a descriptive qualitative research. Researchers used written test, geometry problem-solving questions, and interviews to explore in-depth information on students who are elementary teacher training program’s student of visual learning style. There are 40 students in the medium group with details of 10 students with visual learning style, 30 students with auditory learning style and 10 students with kinesthetic learning style. The group of students who are elementary teacher training program student’s visual learning style are analyzed for their spatial reasoning based on the results of written tests and interviews. The results showed that the visual learning style student’s group tended to work sequentially and neatly meeting the criteria for spatial reasoning indicators. Visual learning style of elementary teacher training program’s student (KSV) could describe their spatial reasoning through the process of categorizing, generalizing, synthesizing, evaluating, define, combine, and represent in solving geometric problems. One of the main characteristics of visual learning styles appears when they manipulate objects and illustrate with sketches. They carry out the work process in detail and detail, and represent through pictures or visuals

Analysis of the Deaf Student's Critical Thinking Skill to Understanding Fractional Concepts Based on Visual and Kinesthetic Learning Styles

Critical thinking skills can train construction students’ knowledge, including deaf students whose learning mathematics content is different from hearing students. This study aims to analyze the critical thinking skills of deaf students to fractional concept understanding in the sub-skills of focus, reason, inference, situation, clarity, and overview. This study type is descriptive with a qualitative approach. Data was collected through critical thinking tests and unstructured interviews to explore students’ test results. The data validity was obtained through time triangulation which was carried out by comparing several test results. This study involved 12 subjects comprising eight students with visual learning styles, three with kinesthetic learning styles, and one with other learning styles. Researchers will not review the other learning styles in this study. The critical thinking test used in this study consisted of questions representing the sixth critical thinking sub-skills. Researchers analyzed the collected data through data reduction, presentation, and conclusion. The results show that in understanding the concept of fractions, the critical thinking of deaf students is influenced by their learning style. Visual learning style students’ activities related to images, while kinesthetic learning style students related to concrete objects around them manipulation. Keywords: Critical Thinking; Deafness; Fractional Concept; Learning Styles