Types Of Learning Styles Research Articles

Personalized Education via Mobile Technology Flexible Learning Frameworks

The prevalence of mobile and ubiquitous computing equipment is transforming how learners conduct their education. Nevertheless, the bulk of educational content generated for desktop platforms is unacceptable for handheld gadgets. Furthermore, some materials that are irrelevant to the preferences of the learner or the contextual environment might reduce the effect of learning and elevate the cost of communication. Furthermore, there is a deficit in the academic structure for mobile learning. This paper proposes personalized adaptation techniques for customized modification contents. This in turn strives to offer adaptive content contingent on learner experience and device capabilities. On top of that, it recommends a few alternatives to producing intelligent and adaptive material for children. Numerous facets of the study are examined to employ the benefits of learner, device, and location modeling in tandem with mobile technology to provide a personalized spread of multimedia-rich resources at any time or anywhere. As an outcome, it delivers proper learning resources and applies the learning style most suitable to the demands and tastes of each learner (personalized learning). Our system enables several types of learning styles to pick from, but the most significant aspect is to pair each learner’s characteristics with the right program and learning style. A novel chance for a broad range of learners to boost their knowledge in a tailored manner is made accessible by the adaptation of the material and styles, which enables the learning process to be dynamic. Additionally, our system’s resilience and interaction have risen owing to multi-agent system modeling.

ANALISIS KESULITAN BELAJAR SISWA DITINJAU DARI GAYA BELAJAR PADA MATA PELAJARAN IPS DI SMP DARUL LUGHAH WAL KAROMAH

This research aims to analyze students' learning difficulties in terms of learning styles in social studies subjects at Darul Lughah Wal Karomah. Descriptive qualitative is used to determine the paradigm of this research. Interview, observation and documentation are the methods used in this research to collect data. The results of this study explain that: The visual learning style dominates among other learning styles with a percentage of 56.6%, and it is followed by the kinesthetic learning style at 33.3%, and the auditory learning style at 10%. The visual learning style can be seen in students with concrete evidence that must be shown firstly so it can make students understand in lesson. The characteristics of students who have a visual learning style are a high need to see and capture information visually before they understand it. The auditory learning style can be seen from students who are able to become fluent speakers, like to discuss things and explain things at length. Students with this type of learning style are easily distracted by noise and are weak in visual activities. The kinesthetic learning style can be seen in students who find it difficult to sit still for hours because of their desire for activity and exploration.

Identifying Students’ Learning Styles in English Learning

This research highlights students’ learning styles in English learnin to find out (1) the types of learning styles of class VIII students at SMP Negeri 24 Makassar, and (2) how do class VII students at SMP Negeri 24 Makassar empower their learning styles in English learning. This research used mixed methods taking 118 class VIII students of SMP Negeri 24 Makassar as the sample by using random sampling techniques. The instruments were questionnaire, observation, and interview. Twenty-five students as representatives of the three types of learning styles were observed and interviewed regarding how they empowered their learning styles. The results show that (1) class VIII students of SMP Negeri 24 Makassar predominantly have a visual learning style with a total of 66 students (55.93%), followed by the auditory learning style of 43 students (36.44%), and kinesthetic learning style of 9 students (7.63 %), and (2) visual learning style students empower their learning style by having neat and orderly writing, note important points from the material, and utilize online media; auditory learning style students empower their learning style by collaborate in doing their assignments, create a calm environment, and utilize online media; and kinesthetic learning style students empower their learning style by point to the text while reading, choose practical activities, and move their body parts when they are focused. Thus, it can be concluded that class VIII students at SMP Negeri 24 Makassar predominantly have visual learning style by empowering their learning style with activities that rely on their sight, while students with auditory learning style rely on their hearing and students with kinesthetic learning style are happy with activities that rely on physicality.Key words-- visual, auditory, kinesthetic, learning styles, English learning.

Ability to Interpret Graphs in Reaction Rate Material Based on Mathematical Understanding and Learning Style of Class XI High School Students

One aspect of process science skills that learners need to have is the ability to interpret. The ability to interpret graphs in students is currently considered difficult and still belongs to the very low category. This study aims to analyze the relationship between mathematical understanding and the learning styles of students in terms of their ability to interpret graphs. This type of research is descriptive-quantitative. The research sample consisted of class XI students at SMA Negeri 4 Takengon, which amounted to 67 students. The research data was collected using learning style-type questionnaires, multiple-choice questions on linear program material, and reaction rate material. The ability to interpret the graphs of students at SMA Negeri 4 Takengon is on the "medium" criterion, while the students' mathematical understanding is on the "very high" criterion. Students with visual learning style types are more dominant and have an average score of mathematical understanding and the ability to interpret graphs higher than students with auditorial and kinesthetic learning styles. The result of the correlation coefficient r = 0.912 shows a significant positive relationship between mathematical understanding and the ability to interpret graphs with a "high" and unidirectional interpretation

Enhancing Social Skills in Islamic Religious Education at the Junior High School Level: A Differential Instruction Approach

This research aimed to see how the cultivation and improvement of students' social skills through a differentiated instruction approach. The research approach uses quantitative with quasi-experimental method. Data collection is done by reviewing documents, interviews with related parties, especially teachers and students related to social skills and differentiated instruction approaches. Observation was used to see the development of social skills and learning. Questionnaires are used to see how the development of students' social skills after learning with a differentiated approach, these resulted are combined with observation results. The resulted showed that differentiated instruction is conducted by conducting a needs analysis of students' learning styles in the classroom. Then, the teacher analyses the results and determines the strategy that suits the students' learning styles to be used in delivering the material. The presentation is used with a variety of methods and techniques that facilitate students' learning styles. So, the results showed that this approach has a significant effect on improving students' social skills. Suggestions for future researchers, conduct further research with a larger population and different types of learning styles

Analisis Gaya Belajar Mahasiswa Program Studi Pendidikan Bahasa Indonesia Universitas Katolik Weetebula

The purpose of this study is to describe learning styles and describe solutions in presenting learning in accordance with the learning styles of students of the Indonesian Education Study Program, Weetebula Catholic University. This type of research is survey research with a qualitative descriptive approach. The subject of this study was a student of PBI Study Program, Weetebula Catholic University. The data collection technique used in this study was questionnaire. Based on the results of the study, it was found that students who tended to visual learning style as much as 53.74%, auditorial learning style as much as 29.43%, and kinesthetic learning style as much as 16.83%. The results of these findings show that the most dominant type of learning style of Indonesian Education Study Program students is the visual learning style type. Lecturers in presenting learning the main type of learning used is the visual type of learning. To accommodate the other two learning styles, learning needs to be supported by auditorial and kinesthetic learning types. Research related to learning styles is important. The results of the research can be information for teachers or lecturers in making learning designs that are in accordance with the learning styles of students so that students can absorb the material optimally

ISpring on English Language Teaching and Learning: A Literature Review

iSpring is one of various software which is benefit in English language teaching and learning. There are numerous researches that bring up the use of iSpring to support the material and quiz development. This research aims at providing comprehensive literature review about iSpring in English language teaching and learning. This research’s objectives are investigating; 1) the roles of iSpring in English language teaching and learning and 2) the effectiveness of iSpring in English language teaching and learning. Qualitative research method with library research approach was used in this research. The data consists of 3 theses, 4 conference proceedings, 5 journal articles that taken mostly from Google Scholar. The data then analysed using content analysis to match the objective of this research. The findings showed that iSpring has several important roles for English language teaching and learning such as; making English teaching and learning activities becomes easier; helping students to learn English language; creating interest, motivation, confident, concentration, and independence for students in English learning; supporting all types of learning styles and various level of students in English learning; providing effective English teaching and learning activities; and also accommodating various English teaching methods. Besides that, this research also showed that iSpring was effective for foreign language distance learning, improving students’ independence on self-evaluation, improving receptive skill, and productive skills as well. Therefore, iSpring is suitable to be used in education, especially to support the English language teaching and learning.

Computational thinking on concept pattern number: A study learning style Kolb

This research aimed to determine how the number pattern concept's computational thinking characteristic picture was reviewed from the Kolb model's learning style. The research method used in this study is qualitative descriptive. The research was conducted at one of the state's small schools in Bandung. The research subjects consisted of 29 students in the ninth grade. One of the 29 study issues is selected with assimilator learning styles. The data-gathering techniques used are questionnaire tests, test instruments, and interviews. Angket is used to group subjects into four groups of learning style types. The test instrument was used to describe the computational thinking characteristics of high school students on the concept of number patterns, and the interview was used to strengthen the test summary results of the subject. The results of this study show that the characteristics of computational thinking that each type of learning style dominates are different. Computational thinking students with an assimilator learning style in solving mathematical problems of number patterns can solve issues by involving decomposition, pattern identification, abstraction and generalization, and algorithms. They can generalize patterns using accurate, thorough, complete, and systematic problem-solving strategies.

Role of Gender in shaping learning style preferences and academic outcomes of secondary students- a study from Andhra Pradesh, India

Everyone is a continuous learner. The way that we learn differ from person to person which is known as learning style (LS) of a person. Perceptual modalities of learning style points out that learning happens through senses. Accordingly there are six types of learning styles. They are visual, auditory, tactile, kinaesthetic, individual and group learning styles. The researcher studies the major, minor and negligible learning styles of secondary students and influence of gender of the learner on learning styles. The researcher also focus upon the relationship between learning styles and academic achievement of the learner. The researcher followed descriptive survey method for the study and a sample of 2901 secondary school students were considered for the study. The findings of the study point out that Visual and Group learning styles as Major learning style preferences and Auditory, Kinesthetic, Tactile and Individual learning styles as Minor learning style preference. Moreover, gender of the student influences learning style preferences of the students whereas it does not influence the academic achievement of the student. Researcher also establish a positive correlation between learning styles and academic achievement of the students.

A blended teaching model integrating cognitive science and educational technology: an empirical study to enhance students’ learning effectiveness

Abstract With the continuous development and promotion of blended classrooms in college education and teaching, utilizing quality educational technology to improve learning effectiveness and teaching quality has become an inevitable choice to promote the deep integration of educational technology and cognitive science. In this paper, we construct the student model using Bayesian networks under the blended teaching mode. The improved overlay model is used to abstractly represent the content knowledge learned by the students, track the dynamic learning process of the students, constantly update the knowledge status of the knowledge points learned by the students, and adopt the signal light standard to represent the students’ mastery of the knowledge units. The constructed student model is defined in terms of learning styles and cognitive states, and the learning outcomes under the blended teaching mode are visualized through empirical analysis. The experiment revealed that the students’ style dimensions scores were 23, 16, 11, and 2, and their learning style type was sensory-intuitive. After the experiment, the average value of the integrated water of cognitive ability of the experimental group and the control group is 71.77 and 66.33, respectively, and the p-value is 0 less than 0.05, which indicates that the blended teaching mode effectively improves the cognitive level ability of the learners.

A Study on Learning Strategies and Styles Segmentation of Learner Groups in Online Education Platforms

Abstract Online education is becoming a popular form of education day by day. In order to provide corresponding learning programs according to the types of learning styles and learning strategies of different learners, this paper proposes a learning style recognition algorithm based on the Felder-Silverman model. The Bayesian discriminant analysis algorithm is used to calculate the probability estimation of samples belonging to one category, and then the clustering center is calculated by k-means clustering analysis so as to complete the classification of learning styles. According to the results of learning style identification, the perceptual learning group has the highest level of cooperative communication strategies in the information perception style dimension, with a mean score of 3.575, the linguistic group is the least adept at all strategies in the information input dimension, with a mean score of only 3.55, the sequential group excels in a variety of strategies for information comprehension, and the active group is the most adept at performing information processing. The personalized learning experiment was conducted according to the characteristics of different style groups. It was found that students who received personalized teaching based on their learning styles improved their performance more significantly, with their average scores in each subject increasing from 73.174 to 82.247 in the pre-test. Their scores in the post-test were 5.729 points ahead of those of the control class. The application effects are significant when learning strategies and styles are classified, and teaching programs are improved accordingly.

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

ANALISIS KEMAMPUAN PEMAHAMAN DALAM KONSEP BENTUK ALJABAR KELAS VII DI TINJAU DARI GAYA BELAJAR PESERTA DIDIK

This study makes use of qualitative techniques for the purpose of description. The purpose of this study is to identify the various ways in which students comprehend the idea of algebraic forms. In this study, three seventh-graders from SMP N 4 Tondano represented the different types of learning styles (visual, kinesthetic, and audiotorial). Students were asked about their preferred learning methods, with one representative from each of the three learning styles (visual, kinesthetic, and audiotorial) being chosen as research subjects. This study's findings indicate that (1) subjects with a visual learning style performed better on tests and interviews, particularly when it came to providing answers that were both correct and presented in different ways. (2) students who learn best through movement but who aren't as methodical as others. The test results showed this, but he gave a reasonable explanation during the interview. Auditory learners, number three. This is evident from the interview and test results, which provide an excellent explanation for question 1 but fail to adequately address question 2

THE CORRELATION BETWEEN VISUAL, AUDITORY, AND KINESTHETIC (VAK) LEARNING STYLES ON LEARNING INDEPENDENCE OF 8TH GRADE STUDENTS IN STATE JUNIOR HIGH SCHOOLS IN YOGYAKARTA CITY, INDONESIA

THE CORRELATION BETWEEN VISUAL, AUDITORY, AND KINESTHETIC (VAK) LEARNING STYLES ON LEARNING INDEPENDENCE OF 8TH GRADE STUDENTS IN STATE JUNIOR HIGH SCHOOLS IN YOGYAKARTA CITY, INDONESIA

Learning Styles and Cultural Differences: A comparative study of cultural differences in Austrian and Mongolian Students

This study shows the relationship between the types of cultural differences and learning styles of Kolb's learning model. Although several cross-cultural studies on learning styles suggest that learning styles may differ from one culture to another, the question of which cultures are associated with which learning styles and abilities has been less explored. This study focuses on the empirical findings of comparative studies on past cross-cultural differences in learning styles and considers how the propositions generated by the theory tests may reflect their past empirical findings. This research shows that culture is associated with specific learning styles and abilities.

Learning Style Will Affect Learning Effectiveness

In this study, the author compared two types of learning styles based on the same course: online synchronous learning and face-to-face synchronous learning. Researchers are monitoring a semester of education. The overall course GPA, test, activity, and final examination scores are measured and compared. This experiment contained a relatively average sample size of 400 students from four different cultures. This study aims to understand how students from different cultures learn and how the learning style (online and face-to-face) will affect how students perform in their academics. In the final conclusion, it can be proved that different learning styles do affect the effectiveness of students' learning.

Analisis Gaya Belajar Peserta Didik pada Pembelajaran PPKn Kelas III SD Supriyadi Semarang

Learning style is a way of learning from how students absorb, and then organize and process the information obtained from the learning process. There are three types of learning styles that will be discussed in this study, namely visual (tend to learn through what they see), auditory (learn through what they hear) and kinesthetic (learn through movement and touch). The purpose of this study was to determine the learning styles of students when learning Civics. The research method is qualitative research. Data collection techniques through interviews, observation and documentation. Data validity was carried out through technique and source triangulation. The data analysis technique used consists of data acquisition, data reduction, data presentation and drawing conclusions. The results showed that the learning styles of SD Supriyadi Semarang class students in mathematics learning, which showed visual characteristics had visual characteristics, namely students could understand problems by reading, which they themselves could not. The auditory learning style means that students understand better when the teacher reads the questions, knows how to convey information obtained from their work orally. A learning style with kinesthetic characteristics, namely students prefer to solve problems in groups, cannot concentrate on solving problems if they have to sit still for a long time. The results showed that the learning style of the 3rd grade students at SD Supriyadi Semarang was a learning style. visual, auditory, kinesthetic and the most dominant learning style is the visual learning style.

GAYA BELAJAR PESERTA DIDIK BERPRESTASI AKADEMIK KELAS V SD NEGERI 1 NANGA PINOH

This study aims to describe the learning styles used by students with academic achievements at class V students of SDN 1 Nanga Pinoh. The subjects in this study were students with academic achievements who had ranks 1, 2 and 3. This research is a qualitative research. The data collecting process is held through observations, interviews and documentations. Data analysis in this study used the Milles and Huberman data analysis techniques. Data analysis techniques are carried out by collecting, reducing, displaying, and drawing conclusions. Data validity test was carried out by source triangulation. The results of this study indicate that the learning styles of students with academic achievements at class V of SDN 1 Nanga Pinoh are a combination of visual, auditory, and kinesthetic learning styles so that the tendency of the types of learning styles of students with academic achievements is different. So that the calculation results show that 80% of students with academic achievement have an auditory learning style, 53.33% of students with a kinesthetic learning style, and 40% of students with a visual learning style and there are factors that influence the learning styles of students with academic achievement, namely physical/physical factors, emotional/psychological factors, social factors and environmental factors.

“METAPAD” (METAbolic PAthways Decoded) – a gaming innovation to ease the complexity of metabolic pathways by promoting self-directed, active, participatory learning in small groups

BackgroundIn medical education, the conventional didactic lectures make the learning process tedious and cause disinterest among students. To overcome this, an effective experiential learning integrated with game-based approach that intends to make the learning process fun filled, interesting and enhance the active participation of students to understand complex topics in a simple and optimum manner should be adopted.ObjectivesThe purpose of this study is to assess the efficiency of a puzzle-based innovation, METAPAD (METAbolic PAthways Decoded) in understanding the complexity of biochemical pathways by enhancing the self-directed learning of students through active engagement in small groupsMethodsIn this mixed-method study, 103 first professional year medical students in small groups were enrolled for the METAPAD gaming puzzle-based learning activity. The puzzles were integrated with a relevant clinical case study. Decoding the puzzle after identification of the metabolic pathway involved in the case was conducted in level 1,2 and 3 with increasing complexity of puzzles at every level. Following the puzzle activity, A 21-item questionnaire was administered to evaluate the usefulness of the innovation and students’ perceptions towards different learning styles. Also, students’ feedback was obtained through personal interviews for qualitative analysis and thematic analysis was performed.ResultsOne hundred and three first year undergraduate medical students participated in the study. Most of the students perceived the METAPAD gaming puzzle to be an effective and innovative style of learning. There was not any significant association between age, gender and acceptance towards the METAPAD gaming puzzle. The predominant type of learning style among the students was multimodal (49.5%). Also, there was no great influence of the learning styles on the overall perception towards the METAPAD gaming puzzle. However, learners emphasized the need to focus more while solving the puzzles.ConclusionStudents perceive the METAPAD gaming puzzle as an actively engaging teaching-learning method that enhances their creativity, critical thinking and problem-solving abilities. It promotes self-directed learning of complex pathways in biochemistry which helps in remembering and recalling information and improves their learning skills.

English learning style preferences: A case study of civil engineering students

In learning English, it is clearly seen that students have their own ways and abilities to understand information or learning materials. The method used by students in understanding the information is generally known as learning style. This study aims to identify the dominant learning style used by students in learning English at civil engineering class. This study was survey research. There are two types of learning styles studied. First, it can be seen from the perceptual aspect which has 3 types of learning styles, namely visual, auditory, and kinesthetic. Second, learning styles are seen from the social aspect which consists of 2 types, namely groups and individuals. The participants in this study were 248 students briefly divided into 9 classes. In determining the participants, the researcher precisely used a total sampling technique. Furthermore, the researcher used a questionnaire as an instrument to obtain data. The results of the study strongly showed that students used all learning styles, namely visual, auditory, kinesthetic, group, and individual. Based on the data obtained and analyzed, the highest percentage of learning styles for the perceptual aspect is visual with a total percentage of 45.5%. Then, for the social aspect, which gained a percentage of 44.3%. Based on the data obtained in this study, it can be concluded that the learning style of civil engineering students is more dominant using the perceptual learning style compared to the social learning style, and this can be seen from the data presented in this study.