Kinesthetic Learning Research Articles

CAN DIFFERENT LEARNING STYLES IMPACT EFL LEARNERS' TOEFL ACHIEVEMENT?

Educators need insights into how various learning styles can influence learners' performance in assessments. Exploring the impact of different learning styles on EFL learners' TOEFL reading achievement is a multidimensional endeavor with implications for educators, learners, and the broader society. This study aims to investigate the extent to which vocational diploma EFL learners acquired English based on their preferred learning styles. The ex-post facto design was used for this study. As many as 37 participants were selected purposely from all majoring fourth semester students at an EFL vocational diploma college. A questionnaire was used to divide the participants into three groups depending on their preferred learning styles: visual, auditory, and kinesthetic. A TOEFL reading test was employed to measure the participants’ English proficiency. The average scores for each learning style group were calculated and revealed that visual learners had an average TOEFL reading score of M=43.22, kinesthetic learners had an average TOEFL reading score of M=38.70, and auditory learners had an M=35.00. To statistically compare these averages, one-way analysis of variance (ANOVA) was used. The ANOVA results showed a non-significant finding with df=2, F=1.102 and P=0.344. The findings revealed that the TOEFL reading comprehension scores of students with different learning styles did not differ significantly. This study contributes to the ongoing discourse surrounding individualized learning experiences and standardized language assessments. As the field of language education continues to evolve, further research will be pivotal in refining pedagogical practices to better meet the diverse needs of learners striving to excel in their language proficiency endeavors.

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.

The Selection of Students According to the Cognitive Method (Risk-Caution) to Distinguish their Ability to Learn some Basic Skills in Volleyball

The study aimed to select students who are characterized by a cautious manner of taking risks while developing an educational curriculum in a cautious cognitive method to develop some basic skills in volleyball. Several methods and tools for the sample gave us the cognitive style scale (caution - risk). They also used an educational curriculum for a period of (7) weeks divided into two units per week to teach the skills of volleyball in addition to the strategic skills of the seven-course learning role.After the completion of the educational curriculum and obtaining the results, then treating them statistically, the researcher reached several conclusions, the most important of which are:1- Distributing the sample according to the concepts of kinesthetic learning to achieve the required learning for work.2- The caution method achieved significant learning about the value of volleyball skills.As for the recommendations, it was the most important of themConducting a single study of the risk-taking method and the effect on learning outcomes in different mathematical skills.

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.

Hubungan antara Gaya Belajar Siswa dengan Pendekatan Pembelajaran Multiple Intelligences

Learning style refers to a student's preferences in obtaining and processing information, whether through sight, hearing, or physical movement. Meanwhile, the Multiple Intelligences learning approach is a learning approach that combines various aspects of learning, including combining several learning styles in the learning process. This research aims to determine the relationship between students' learning styles and Multiple Intelligences learning approaches on learning outcomes in mathematics subjects. The learning styles observed in this research are visual learning style, auditory learning style, and kinesthetic learning style. The method used in this research is descriptive analysis, where data is collected through learning style questionnaires filled out by students and the results of the students' Mid-Semester Exams. The collected data was then analyzed to see the relationship between learning styles and students' Multiple Intelligences approach. Based on the results of data analysis in two schools, it was found that students at SMP Negeri 5 Panukal were dominated by a visual learning style while students at SMK Muhammadiyah 1 Palembang were dominated by an auditory learning style. Meanwhile, students' learning outcomes at these schools are not dominated by certain learning styles. In conclusion, student learning styles have an influence on learning outcomes in mathematics subjects. Students with visual, auditory and kinesthetic learning styles have good learning outcomes. However, students' ability to combine their learning styles has a better impact on their learning outcomes. Therefore, educators need to understand the importance of Multiple Intelligence in the learning process and adapt appropriate learning methods to improve their learning outcomes.

Role of ehealth literacy, learning styles, and patterns of web-based e-content access for seeking health information among dental university students in Vadodara, India.

Individual's learning style, ehealth literacy, and preferred web-based e-content and channel to access information determines how one makes sense of health information on the Internet. Understanding these dynamics will help design suitable e-contents and choose appropriate channels for effective health communication. To assess the relationship between ehealth literacy, learning styles, and web-based e-content accessed for receiving health information among dental college students in Vadodara, India. A cross-sectional questionnaire study was conducted among all consenting Undergraduate Students (UGs), interns, and Postgraduate Students (PGs) of a dental college in Vadodara, India, from July to August 2022. The questionnaire used to collect data included questions on general information, eHealth literacy scale (eHEALS), Visual Auditory Reading/Writing Kinaesthetic (VARK) Questionnaire, and preferences of web-based e-content for receiving health information. Completely filled questionnaires were subject to statistical analysis: descriptive (means and percentages) and inferential (analysis of variance tests and odds ratio). 285 out of 380 students filled out the questionnaires completely (75% response rate). All reported using Internet for receiving health information. Majority preferred textual ehealth message (71%) and access websites (80%). Students were quadmodal (98.%) and trimodal (2%) learners who learned predominantly through kinaesthetic methods (46%). Mean eHEALS score of the group was 30.27 ± 3.41. There was a statistically significant association between preference for sharing channels and being a kinaesthetic learner (OR = 1.6; P = 0.04). Participants were multi-modal, predominantly kinaesthetic learners. The association between the preference for video-sharing channels and being kinaesthetic learner suggests the need and scope for demonstrative and interactive video-based health educational tools, with the endorsement of health authorities based on health policy.

Implementasi Pembelajaran Berdiferensiasi Berbasis Gaya Belajar Peserta Didik Kelas 7 pada Mata Pelajaran Seni Budaya

This study aimed to describe the implementation of differentiated learning based on learning styles in the Seni Budaya subject for 7th-grade students at SMP Negeri 14 Malang and its impact on student learning outcomes and motivation. Employing a qualitative method with a descriptive approach, the research found that differentiated learning can effectively be applied in 7th-grade classes, positively influencing student outcomes and motivation. The implementation spanned a semester, focusing on artistic creation through a project involving traditional dance performances. Students were grouped based on their kinesthetic, auditory, and visual learning styles, allowing tailored engagement with the material. Kinesthetic learners engaged in hands-on activities, auditory learners in listening exercises and discussions, and visual learners in visual aids utilization. Following the traditional dance performances, comprehensive evaluations were conducted, encompassing both formative and summative assessments. This feedback-oriented evaluation aimed at enhancing student skills and understanding. The differentiated learning approach resulted in increased motivation, improved learning outcomes, and the cultivation of character traits consistent with the Pancasila student profile. In conclusion, this study highlights the efficacy of differentiated learning in enhancing academic performance, motivation, and character development. It offers valuable insights for educators seeking to implement student-centered learning strategies effectively.

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.

Designing Number Pattern Questions to Assess Students with Kinesthetic Learning Styles' in Mathematical Thinking

The aim of the research is to describe the results of designing number pattern questions used to measure the mathematical thinking abilities of students with a kinesthetic learning style. The research subjects consisted of 5 class VIII students with a kinesthetic learning style. The type of research is design research with 5 stages, namely: Preliminary Design, Focus Group Discussion (FGD), Trial, Interview, and Retrospective Analysis. The data collection techniques are learning style questionnaires, tests and interviews. The data analysis used in the research is qualitative. Based on the results of the FGD, number pattern questions can be used to measure mathematical thinking abilities, because each question leads students to bring up specializing, generalizing, conjecturing and convincing aspects. Based on the test results, it is known that students can write specializing, generalizing, conjecturing, and convincing forms. Specializing is seen when students write the form of adding numbers for each term. Generalizing is seen when students find patterns by listing them one by one or using tables, conjecturing when they find the general formula, and convincing is seen when they find other ways to prove the answer. Based on the results of the interview, students' answers were obtained through the activity of managing and simulating questions using body parts.

Analysis of Problem-Solving Abilities in Completing Story Problems on Combination Material Based on Student Learning Styles

Analysis of mathematical problem-solving abilities is a detailed observation effort of students' abilities in solving mathematical problems. Combinations in mathematics cause difficulty in understanding information and getting the main idea of sentences; therefore, knowing students' learning styles helps them choose an appropriate approach. This research aims to describe problem-solving abilities in solving combination material story problems based on the visual, auditory, and kinesthetic learning styles of class XII MIA students. This research uses qualitative methods with research instruments consisting of learning-style questionnaire sheets, test sheets, interview transcripts, and member check sheets. The research subjects consisted of a visual, an auditory, and a kinesthetic student. The research results show problem-solving abilities: 1) visual students understand problems, formulate plans, arrange to problem-solve, and review the results; 2) auditory students understand problems, prepare plans, arrange problem-solving, and review the results; 3) kinesthetic students understand problems, make plans, organize problem-solving, and not check the results. These results show that visual and auditory subjects can answer mathematical problems well and correctly. However, the kinesthetic subject is unable to solve mathematical problems. In conclusion, these results provide a detail that increases students' and teachers' awareness that kinesthetic students need extra support to improve their problem-solving ability.

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.

The Implementation of PDP Framework in Developing Reading Practice Material for the Topic of Tourism and Hospitality

Reading is a complex process of understanding the main messages from a text. Reading is a receptive skill, where learners do not need to produce language to do it. They receive and understand it. These skills are sometimes known as passive skills. Reading skill competency can be improved by doing a lot of practice. As learners learn in different ways, one theory of learning focuses on the way information is given to learners and refers to visual, auditory and kinesthetic learners. Regarding those theories, so it is believed that in order to support the learners in improving their reading ability, the learners need to use appropriate reading practice materials that are related to their interests. In developing reading practice materials, one of the frameworks that can be applied is PDP (Pre-During-Post). This framework helps ensure students are motivated, engaged, and active before, while, and after in reading a text. This research was focused in developing reading practice materials for students of tourism and hospitality. The research design used in this study is the research and development method. The result of this study is reading practice materials in PDP frameworks that have contents related to tourism and hospitality topics. The learners showed positive improvement in reading ability after they were given some practice with the developed materials.

Digital Story Telling in the Kindergarten Level-An Emerging Tool in 21st Century: A Detailed Study

These days, technology improves instruction and learning in the classroom. “Concepts from the curriculum are rewritten as tales, backed by multimedia technology and integrated into visual, aural, and kina esthetic learning channels. When such tools are included, a tale becomes more digitalized and mediated, which enriches its content and applications. The action referred as to the delivery of the story is known as Digital Storytelling”. The present study has been undertaken to study the key elements of digital storytelling, to discuss the different types of storytelling. It also discusses the usefulness of digital story telling for both the teachers and the students. Basically this study is descriptive in nature. The methodology consists of a conceptual discussion on highlighting the key features of the Digital Story Telling Method. Basically, it is a documentary study. It is based on secondary data. The conclusion made in the study is based on Secondary sources. Digital tales combine voice and story to provide people, events, experiences, and insights rich depth and vibrant colour. The phrase "digital storytelling" is used in a variety of fields, including education and entertainment, although its meanings and explanations differ greatly.

Identification of Student Learning Styles in Implementing Differentiation Learning in Thai Islamic Schools

This study aims to determine students’ learning styles in differentiation learning. The learning styles in question are visual, auditory and kinesthetic. This type of research includes qualitative descriptive. The subjects in this study were 50 students of Eakkapapsasanawich Islamic School Thailand in two classes. This data was obtained through observation, interviews and questionnaires. The results showed that male students had a visual learning style of 48%, an auditory learning style of 25%, and a kinesthetic learning style of 27%. Female students had a visual learning style of 36%, an auditory learning style of 43% and a kinesthetic learning style of 21%. That showed that the learning styles of students in Thai Islamic Schools are very diverse. That is a challenge for teachers in applying differentiation learning.

Hands-on and Project based Learning in Noise, Vibration and Harshness (NVH) Course for the Undergraduate Students in Mechanical Engineering Program

The noise, vibration, and harshness (NVH) course is crucial for mechanical engineering undergraduate students since it covers a wide range of engineering applications. It makes students ready for their careers in the area of NVH which has received attention from industry. The traditional treatment in teaching the course is mathematically challenging and might not be helpful for some undergraduates who are kinaesthetic learners. The explanation of topics can be facilitated by modern computation tools with simulation and visual capabilities in NVH course. These contemporary simulation tools make it feasible to more effectively and engagingly teach mathematically complex subjects to students for better understanding. This paper describes teaching NVH course in the Mechanical Engineering department at the KLE Technological University. Course is taught in two parts at 5th and 6th semester level. The first course is Mechanical vibrations and the second one Noise, Vibration and Harshness (NVH). Hands-on lab sessions with the simulation tool are included in the second course to give student in-depth understanding of concepts. Keywords—Vibration; FEA; Course project.

A Human-centred Tactile Perception Device for Enhanced Learning

This study proposes a toy-based product that uses tactile perception to enhance memory retention and is carefully created for different learner groups. Every person falls somewhere within the spectrum of learners. As per educational psychology, there are 3 types of learner groups namely; visual, auditory, and kinesthetic learners. This concept focuses primarily on kinesthetic learning and its link to other forms of perception. According to the Cambridge dictionary, kinesthesia is ‘the ability to know where the parts of your body are and how they are moving’. Kinesthetic learning links the movement of the body with learning of different skills and acquiring knowledge. Among somatosensory sub-modalities, this product aims to incorporate tactile perceptions namely, touch and temperature into the development of the playable toy. Using different patterns, engravings, and fidget movements, this product aims to improve the field of education. TRIZ method of ideation and conceptualisation is used and a variety of different forms and functions are discussed. Primary research was conducted with 20 people to analyse the impact of certain tactile perceptions on mental cognitive processing. The study was done with several patterned discs and was then tracked using bio-monitoring and questionnaires. The results showed specific patterns to have increased cognitive functioning and awareness. Based on these results, further study was conducted with memory and skill-based tests. It was conducted while the subject used the discs. These concepts include the development of a line of various educational toys that serve as an advancement in the education industry. It aims to create further prototypes for testing. In essence, this study hopes to design and develop a product for learners of all ages to help them learn and retain knowledge faster.

Clocks replaced with : ; . [Deschooling Time in the Small Isles

Abstract The Scottish Small Isles – comprising Muck, Rùm, Eigg, Canna, and by extension, Coll – are geologically complex, with intersecting rock samples from the Archean (Lewisian Gneiss basements formed approximately 3 billion years ago), Proterozoic (Torridonian sandstone formed approximately 1 billion years ago), Mesozoic (sedimentation deposited approximately 200 million years ago) and Palaeocene (basalt formed approximately 55.8 million years ago as part of the Palaeocene–Eocene Thermal Maximum event). This practice research article – drawing on palaeontology, kinaesthetic learning and creative writing – takes the Small Isles as a case study for what geologist Marcia Bjornerud defines as a discernible “timefulness” that humans should seek to attain: “an acute consciousness of how the world is made by–indeed, made of–time” (2020, Timefulness: How Thinking Like a Geologist Can Help Save the World, 5). Through their lithic intrusions, and interruptive strata, the Small Isles offer an alternative form of pedagogy: where multiple epochs, tenses and tempos visibly converse with one another; where “polytemporality” can be witnessed and physically experienced; where the notion of linear time is destabilised.

Students’ Language Learning Preferences in Taking In and Presenting Information to Others

This study aimed to ascertain the extent to which students prefer to take in and present information to others using the four perceptual learning modalities: visual, auditory, reading and writing, and kinesthetic in learning the English language. The researcher applied the descriptive-correlational design and considered 250 Grade 12 randomly selected respondents. The researcher utilized a validated questionnaire and conducted a dry run with thirty respondents. The Cronbach's Alpha Test revealed that all items were reliable with coefficients greater than 0.70 in all areas. The results of this study revealed that that the students generally have a high preference for auditory, reading and writing, and kinesthetic learning styles, while their preference for visual learning is moderate. In terms of presenting information, students prefer auditory and kinesthetic methods more than visual and reading and writing. Despite these preferences, students' academic performance in English was very satisfactory. Importantly, there was a positive correlation between academic performance and the extent to which students engaged in reading and writing. Conversely, heavy reliance on visual presentations was associated with lower English academic performance. Additionally, students who preferred reading and writing and kinesthetic methods for presenting information tended to perform better academically. These findings highlight the significance of considering diverse learning preferences and presentation methods to enhance students' academic achievements in English.

STRUKTURAL EQUATION MODEL (SEM) MENGANALISIS JALUR PATH KOMPETENSI DAN KOMPENSASI TERHADAP PRODUKTIVITAS KARYAWAN DI CV. SEMARANG INDAH

The purpose of this study was to analyze and improve students' mathematical critical thinking skills in terms of learning styles in class X MIPA 1 students at SMAN 9 Depok. The research method used in this research is analytical method. The sampling technique used purposive sampling technique. Instruments for collecting data in this study were in the form of a learning style questionnaire and a test of critical thinking skills. All students of class X MIPA 1 were identified with the type of learning style by using learning styles and critical thinking skills tests taken by 6 students representing each type of learning style of 2 students. The test is carried out on the Absolute Value material. Furthermore, the analysis of all data is carried out with the following steps: data reduction stage, data presentation stage, and conclusions. The results showed that: 1) students with visual learning styles were able to overcome indicators at the stage of providing simple explanations and arranging tactics but were less able to meet indicators at the inference stage, 2) students with auditory learning styles were less able to reach the stage of providing simple explanations but were able to in arranging strategies-tactics and inference stages, 3) students with kinesthetic learning styles are able to fulfill all indicators at the stage of giving simple explanations, setting strategies-tactics, and inferences

Profile of Problem Solving System of Linear Equations Two Variables of MTs Al-Khairat Tomini Students Based on Student Learning Styles

This research aims to obtain a description of the problem-solving profile of two-variable linear equation systems of MTs Al-Khairat Tomini students based on the student's learning styles. This type of research is qualitative. The subjects of this research were three students in class VIII B MTs Al-Khairat tomini, each consisting of one student with visual, auditory, and kinesthetic learning styles. Data on student problem-solving was obtained from written tests and interviews. This research shows that the subject (IN) carries out the problem-solving plan by the solution plan questions, and the subject did not recheck the problem-solving because he did not understand how to do it. The subject (MA) carries out the problem-solving plan by the problem-solving plan, and the subject can check and solve questions by checking the written answers again.