Types Of Learning Styles Research Articles

Analysis of Understanding Physics Concepts in terms of Students' Learning Styles and Thinking Styles

There are three types of student learning styles used in the study, namely visual, auditory and kinesthetic and four types of thinking styles used in this study, namely Concrete Sequential, Abstract Sequential, Concrete Random, and Abstract Random. This study aims to analyze the level of understanding of physics concepts in terms of students' learning styles and thinking styles and examines learning styles and thinking styles that most influence the level of conceptual understanding. This study uses a quantitative approach, survey methods, and descriptive techniques. The population in this study were all students of SMAN 9 Banda Aceh, while the sample was 116 grade 2 students of SMA Negeri 9 Banda Aceh. Data analysis used descriptive statistical tests and data triangulation. The results of the analysis show that the level of understanding of students is at the second level, namely not understanding dominance compared to other levels of understanding concepts. Furthermore, it is obtained that a high kinesthetic learning style affects the level of understanding of concepts with a visual learning style. As for the thinking style, it was found that the concrete sequential thinking style was more dominant in influencing the level of conceptual understanding compared to other thinking styles

MODALITAS BELAJAR MAHASISWA PRODI PAI STAI DARUSSALAM LAMPUNG DITINJAU DARI GAYA BELAJAR

Learning modality is a key to success in learning. Therefore, it is important to understand it so that effective learning can be carried out. This study aims to identify the learning modalities of the PAI STAI Darussalam Lampung students based on learning styles. This study uses descriptive research methods. The research sample was 35 students from the Islamic Religious Education study program (PAI). Using simple random sampling technique in sampling. Data was collected using a VARK (Visual, Aural, Read, Kinesthetic) questionnaire. Data analysis is presented in percentage. The results showed that the students of the Islamic Education Study Program (PAI) STAI Darussalam Lampung had several combinations of learning styles. The learning styles consist of 74.28% VARK (Visual – Aural – Read – Kinsesthetic), 2.85% VRK (Visual – Read –Kinsesthetic) combination, 5.71% VAK (Visual – Aural-Kinsesthetic) combination, the combination of ARK (Aural – Read –Kinsesthetic) was 5.71%, the combination of AK (Aural – Kinsesthetic) was 5.71%, and the combination of VK (Visual – Kinsesthetic) was 5.71%. The discussion of this study recommends learning that is suitable for students' learning modalities where they tend to have more than one type of learning style.

Students’ Learning Style Preferences In Learning Additional Mathematics

his research studies the preferred learning style of both the teacher and students in the subject of Additional Mathematics. The study focuses on two types of learning styles: student-centered teaching and teacher-centered teaching. The study involved 200 students between the ages of 12 and 17 years old. A modified Principle of Adult Learning Scale (PALS) developed by Gary J. Conti was used to assess the perception of the students toward their teacher’s teaching styles. The data was analysed using the ‘Statistical Package for Social Science’ (SPSS) software. The hypothesized results were, while students perceived their teachers to have a mix of student-centered and teacher-centered teaching, they preferred student-centered teaching and would like to have such style or approach being more implemented in their Additional Mathematics classrooms.

Analisis Kesalahan Penalaran Matematis Dalam Menyelesaikan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

This study aims to describe the types of reasoning errors made in solving number pattern problems. Based on mathematical reasoning procedures, error analysis was carried out based on student learning styles. The stages of mathematical reasoning in this study include the stages proposing conjectures, finding patterns, and drawing conclusions. The research subjects for class VIII A of SMPN 8 Mataram for the academic year 2021/2022 were selected by purposive sampling. To deepen the research results, two students were selected from each type of learning style. The instruments in this study are learning style questionnaires, number pattern tests, and interview guidelines. The data analysis technique used quantitative and qualitative data analysis techniques. From the results of the study, we obtained the percentage of mathematical reasoning errors, namely: (i) students with visual learning styles at the stage of proposing a guess made 42%, finding patterns 72%, and drawing conclusions 71%; (ii) students with auditory learning styles stage proposed 53% conjectures, finding patterns 67%, and drawing conclusions 70%; (iii) students with a kinesthetic learning style stage proposed 56% conjectures, finding patterns 67%, and drawing conclusions 70%; (iv) the causes of student errors with visual, auditory, and kinesthetic learning styles are a lack of understanding of number pattern material, a lack of thoroughness in calculations, a lack of thoroughness in understanding questions, and a lack of experience with concluding final results.

The Analysis of Students’ Learning Style in Learning English of English Language Education Study Program STKIP PGRI Banjarmasin

This study focused on the students’ learning style. The aim of this research is to find out the types of learning style which students have. The population in this study was the students of English Language Education Study Program, and the sample was the second semester at STKIP PGRI Banjarmasin, which amounted to 20 students. This research was qualitative descriptive research. In collecting the data, the researcher used questionnaires. The questionnaires in this research were used to determine what learning styles were dominated by students in the learning process. The data collected from questionnaire was analysed by description and the students learning style results was calculated into number to find out students learning style. The data in the analysis used the formula P = f / n x100% (Arikunto, 2002, p. 23). The result of the research showed, from 20 students, there are 8 students (40%) categorized as visual learners, and the same data showed that there were 8 students (40%) students were categorized as auditory learners, and 4 (20%) students were categorized as kinesthetic

A DESCRIPTIVE STUDY OF STUDENTS LEARNING STYLE IN ONLINE ENGLISH LEARNING AT THE FIFTH SEMESTER ENGLISH EDUCATION STUDY PROGRAM IN MUHAMMADIYAH KOTABUMI UNIVERSITY ACADEMIC YEAR 2021/2022

Online learning is a distance learning process without meeting face to face in a study room, so that the delivery of material uses electronic media and the internet as access in the learning process. In the learning process there are several factors that affect the effectiveness in the learning process, one of which is learning styles namely, visual, auditory, and kinesthetic. Therefore, this study aims to determine what types of learning styles are used by students in online English learning and what the dominant types of students’ learning style. This research uses quantitative descriptive research, and a population of 41 students at the fifth semester of English Education Study Program, Muhammadiyah Kotabumi University academic year 2021/2022. The sample is taken from the entire population data using a total sampling technique. In collecting data, the researcher used a closed questionnaire with a Likert scale. Based on the results of data analysis using statistical data analysis methods consisting of the mean, median, mode and standard deviation, the results showed that in online English learning process students have visual learning styles were 10 students (24.4%), auditory learning styles were 6 students (14.6%), kinesthetic learning styles were 15 students (36.6%). Also found that there was a variation of learning styles between two learning styles, namely, visual-auditory (7.3%), visual-kinesthetic as many as 3 students (7.3%) and auditory learning styles as many as 4 students (9.8%). In addition, the dominant type of learning style used by students in online English learning at the fifth semester English Education study program in Muhammadiyah Kotabumi University academic year 2021/2022, is the kinesthetic learning style with 15 students (36.6%).

Kolb’s learning Style Affect EFL Creativity of Indonesian Students

The purpose of this study is to find out the learning preference for English as a Foreign Language learners’ for speaking ability of Muhammadiyah University. Since speaking is the most intense ability to use in communicating with others and it plays very important in a variety of language productions, talks can be in the form of discussion, speech, debate, argumentation, dialogue or conversation, storytelling and retelling. Language users orally use language to express their desires, feelings, thoughts with others, so that people can understand what is expressed. But the fact, the communication still encounters many misunderstandings where the problems may affect the mastery of accuracy, fluency, flexibility and comprehensibility of students. In addition, the role of Kolb learning style to mastering the ability of the students was investigated by fifty eight EFL learners participated in the study. They took a topic to discuss, and engage by an oral interview.In addition, the result of the analysis of the questionnaire significantly predicted that assimilator 44.82% as the abstract conceptualization have and the most cognitive approach is making the biggest contribution compare to other style. This study has focus on need analysis result point out that four types of learning style has significant 0,05 is normal in terms of the learning outcome. These findings provide evidence on the role of Kolb’s learning style can foster the learners’ creative learning in speaking.

ANALISIS KESULITAN BELAJAR IPA DITINJAU DARI GAYA BELAJAR PADA SISWA KELAS IV SD NEGERI 1 KEBUMEN TAHUN AJARAN 2020/2021

<p><strong><em>Abstract</em></strong><strong><em></em></strong></p><p><em>The study aimed to describe the learning difficulties in natural science reviewed from learning styles to fourth grade students of SD Negeri 1 Kebumen in academic year of 2020/2021. It was a qualitative approach with case study research methods. The results indicated that the students with visual learning style had difficulty in classifying, concluding, and comparing. Their difficulties met easy category. The students with auditory learning style had difficulty in interpreting, classifying, concluding, and comparing. Their difficulties met sufficient category. The students with kinesthetic learning style had difficulty in exemplifying, classifying, concluding, and comparing. Their difficulties met moderate category. The students' learning difficulties were caused by internal factors and external factors. The internal factors were interest, motivation, and study habits. External factors were learning methods and learning materials. To overcome the difficulties, the teacher made various learning activities adjusted to the type of student learning style.</em></p><p><strong><em>Keywords:</em></strong><em> learning difficulties, science, learning style</em></p>

THE INFLUENCE OF STUDENT LEARNING STYLE TOWARD THEIR ENGLISH LEARNING ACHIEVEMENT OF SMP IT AR-RISALAH BATAM ACADEMIC YEAR 2021/2022

The purpose of this study was to determine the types of learning styles that students have. The populations in this study were students from grade 7 and 8, with a total of 29 students. This research was conducted at SMP IT Ar-Risalah, Batam. This research is a descriptive qualitative study. In data collection, the researchers used questionnaires and documents. The questionnaire in this study was used to determine which learning styles the students dominated in the learning process. The results of the analysis of the students' learning styles showed that there were 21 (84%) students categorized as visual learners, 1 (4%) students were categorized as auditory learners, and 4 (12%) students were categorized as auditory learners .The result of this research show that there is any significant Influence of Student Learning Style on their English Learning Achievements. The calculation using One Way Anova can be obtained the level of F was 533 with degree of freedom (df1)=17 degree of freedoms (df2)=7 . Level of significance probability was 0.00 smaller than 0.05. Its mean that the strength of correlation coefficient between two variable came in good correlation and it is positive influence.

Analisis Kemampuan Penalaran Siswa SMP dalam Memecahkan Masalah Matematika Berdasarkan Jenis Gaya Belajar

This study aims to analyze the reasoning ability in solving a mathematical problem by looking at the type of student learning style. This study uses a qualitative descriptive research method. The subjects were six students of SMP Kudus Pekanbaru class VII. The research instrument was in the form of a description of two questions, a learning style questionnaire, and interviews. The learning style questionnaire instrument consists of students' positive and negative sentence questions. Then, the selection of subjects with the visual learning category was taken from three students who were seen with high, medium, and low cognitive scores. After that, based on the cognitive scores, the three students were tested through a written test regarding problem-solving to see their reasoning abilities. Moreover, the three students would also be interviewed to obtain additional information—at a medium level. Based on the indicators of mathematical reasoning, the best statements are visual learning style, and the ability to propose the best guess is the auditory learning style. Performing mathematical manipulations, the three learning styles have done quite well, and the ability to find mathematical patterns to make the best generalization is the kinesthetic learning style. The best manipulation ability is the visual learning style. Checking the validity of an argument and drawing conclusions is the best in auditory learning.

Designing a Sciences Learning Media Based on Website and Integrated with Youtube Videos

There are three types of learning styles, to meet the learning styles of students, both visual and auditory types, there needs to be an innovation of supportive and appropriate learning media. In addition, the learning media can also be one of the supporting media in the implementation of online learning. Therefore, a research was conducted that aims to produce online-based learning media that is integrated with video and audio. The research method used is Research and Development (R&D) with a 3D model consisting of 3 stages, namely Definition, Design. The products that have been produced are then validated by 3 experts to determine eligibility based on expert assessments. Then a limited trial was conducted on 6 students to find out their response to the learning website and become one of the references in improving the media. The expert's assessment shows that the Website-Based Sciences Learning Media product that is integrated with video and audio is very feasible, which is marked by a percentage score of 91,68%. In addition, students' perceptions of the use of Website-Based Sciences Learning Media that are integrated with video and audio are at a value of 91,31% with a good category.

HONEY-MUMFORD LEARNING STYLE: REVIEW OF MATHEMATICAL COMMUNICATION FOR ELEMENTARY SCHOOL STUDENTS IN PROBLEM SOLVING

Mathematical communication skills are very important for students, especially for elementary school students. Students' communication skills in each student are always different, as are different learning styles for each student. The purpose of this study is to describe the mathematical communication process carried out by students in each type of learning style they have. The learning styles referred to refer to Honey-Mumford, namely; (1) Theoretical; (2) Pragmatic; (3) Activist; and (4) Reflective. The research was carried out at SDN 44 Ampenan, with the subjects being all of the fifth-grade students, totaling 39 students. Data collection was carried out by providing 2 instruments, namely a learning style questionnaire and math problems followed by semi-structured interviews to students who had finished. The results showed that the number of students with theoretical learning styles was the highest and students with active learning styles were the least. The results of the study also show that there are differences in mathematical communication in each learning style, but mathematical communication errors made by all types of learning styles are errors in writing formulas and conclusion sentences

Analisis Kesalahan dalam Menyelesaikan Soal Cerita Materi Peluang Ditinjau dari Gaya Belajar Siswa di SMPN 7 Mataram

This study aims to describe the types of errors of students who have visual, auditory, and kinesthetic learning styles in solving story problems of opportunity material. Error analysis was carried out based on the Newman procedure. The type of research used is descriptive qualitative research. The subjects of this study were students of class IX-A SMP Negeri 7 Mataram in the academic year 2021/2022 who were selected using a purposive sampling technique, then 2 students were selected from each type of learning style. Data collection techniques used are learning style questionnaires, story test questions, and interview guidelines. Based on the research results, it is known that 18 students have a visual learning style, 10 students have an auditory learning style and 2 students have a kinesthetic learning style. The data obtained from the research are: (i) students with visual learning styles tend to make transformation and encoding errors, (ii) students with auditory learning styles tend to make comprehension, transformation, process skill, and encoding errors, and (iii) students with kinesthetic learning styles tend to make comprehension, transformation, process skill, an encoding error. Although at first glance it looks the same, there are differences in the errors of students with auditory learning styles and students with kinesthetic learning styles, where in the process skill error of students with auditory learning styles are wrong in the calculation process while students with kinesthetic learning styles do not perform calculations to completion (jammed).

Identification of learning styles among undergraduate nursing students

Background: This study aimed at identifying Learning styles of Undergraduate Nursing Students.
 Methods: Participants were 98 first year Nursing Students at selected College of Nursing. A structured questionnaire was used to collect baseline data of students and their family, details on their Study habits, Sleep pattern and School performance. Learning Styles Inventory was used to collect data on type of Learning Style of students. Results: Findings revealed that, the predominant learning style of 51(50%) undergraduate nursing students was Visual style followed by Auditory 25(25.5%) and Tactile 8(8.2%). A small proportion of nursing students preferred a combination of different learning styles. It was found that, there was a significant association between the frequency of library usage per week among undergraduate nursing students and their learning style at p<0.05 level. Findings also revealed that, there was no association between the Learning styles of undergraduate nursing students and their demographic variables. None of the other variables regarding the study habits and grades in school had any association with the learning styles of the nursing students. Conclusion: Nursing faculty need to be conscious of learning styles to provide the right stimulation for students to be successful.

ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL OPERASI PECAHAN DITINJAU DARI GAYA BELAJAR

This study aims to: (1) find out the learning styles of students, (2) find out the difficulties experienced by students in solving fractional operations problems. This type of research is a descriptive qualitative research. The subjects of this study were seventh grade students of SMP Mubarokul Ulum with a total of 22 students who had received fractions material. The data collection procedure begins with filling out a learning style questionnaire. After getting the data on student work, two students with visual learning styles were selected, two students with auditory learning styles and two students with kinesthetic learning styles to be tested, interviewed and documented. The results showed that: (1) out of 22 students, two students had a visual learning style, eight students had an auditory learning style, 10 students had a kinesthetic learning style and there was a discovery of a new learning style, namely a blend of Visual-Kinesthetic learning styles totaling one student. and Auditorial-Kinesthetic learning style amounted to one student. (2) The difficulties experienced by the first subject with the type of visual learning style tend to be difficult in using concepts and the second subject tends to have difficulty in solving verbal problems. The third and fourth subjects who have an auditory learning style tend to have difficulty in solving verbal problems and the fifth subject with a kinesthetic learning style type that tends to have difficulty using concepts while the sixth subject tends to have difficulty using principles

Analysis of Students' Adaptive Reasoning Ability in Solving HOTS Problems Arithmetic Sequences and Series in Terms of Learning Style

This study describes students' adaptive reasoning abilities in solving HOTs type questions in Kolb's learning style. The method used to determine students' adaptive reasoning ability in solving HOTS (Higher Order Thinking Skill) uses qualitative research with a descriptive approach and type questions regarding learning styles (diverger, assimilator, converger, and accommodator types). The research subjects were thirty-five students of class XI. The results of data analysis and discussion can be concluded that students of class XI MIPS-3 SMA Negeri 4 Pasuruan have adaptive reasoning abilities in solving solutions to the HOTS type questions through the Polya step in terms of Kolb's learning style. Students who have adaptive reasoning ability solve the HOTS type problem solving through the Polya step in terms of Kolb's learning style. Students with a converger type of learning style can meet all indicators of adaptive reasoning ability (propose conjectures or conjectures, provide reasons or evidence about the truth of a statement, draw conclusions from an idea, check the validity of an argument, and find patterns from a mathematical problem) and all indicators in the Polya step (understand the problem, make a plan, implement the plan and re-examine the results).

Analysis of learning styles in terms of knowledge, skills and attitudes

The purpose of this study is to determine the domains of knowledge, skills and attitudes of students which are dominantly influenced by learning styles. The approach used is quantitative research with a correlation method in the form of a survey on 71 high school students in the Aceh Tengah area. The data collection instrument used a questionnaire for learning style data and documentation study for student learning outcomes data. The results of data analysis using descriptive and inferential statistics show that there is a significant relationship between learning styles and knowledge, skills and attitudes with an average contribution of 17.67%, 14.77% and 72.4% respectively. Based on the types of learning styles selected in this study, the visual learning style is more highly related to students' knowledge, skills and attitudes. The conclusion from the results of this study is that teachers as educators need to know and understand the characteristics of each student's learning style, so as to be able to place students in the right position during the learning process.

ANALISIS PENGARUH GAYA BELAJAR TERHADAP KEAKTIFAN BELAJAR FISIKA PADA SISWA KELAS X IPA SMAN 11 MUARO JAMBI

ABSTRACT
 Student learning activities are activities or activities of students in learning in the form of activities with themselves or groups that are influenced by internal and external factors. Learning style is a way that students use to understand information so that it can be accepted easily. In learning physics, student activity is very necessary. So that learning in the classroom needs to be carried out according to the student's learning style in order to create an active learning atmosphere and students can easily understand the material presented. This study aims to determine the effect of learning styles on the activeness of learning Physics in students. This research is a type of qualitative research. The data collection technique used is interviews with informants, namely Physics subject teachers in class X. From the results of interview analysis, it is known that students of class X IPA SMAN 11 Muaro Jambi have a type of visual learning style. This is because students are more interested and faster to learn if they use video media by raising the latest issues in Physics learning. However, for student activity is low. From the results of the interviews, it is known that students are not actively involved in learning such as asking questions. The low level of student activity is caused by several factors. The use of models or learning methods that are in accordance with students' learning styles can help maximize the learning process. So that the learning process can run actively and planned and provide maximum results.
 Keywords: Learning activity, Learning style, Physics

Developing the adaptive materials based on learning style to increase student's conceptual understanding

This study aimed to develop an adaptive electrical material based on Felder Silverman's learning style that can improve students' conceptual understanding. The method used in this research was the ADDIE research and development method which consists of the analysis, design, development, implementation, and evaluation stages. The data were gathered using learning style tests, concept understanding tests, and questionnaires. The data were then analyzed using descriptive analysis and N-gains. The analysis of the improvement of electrical learning outcomes used normalized gains. Based on the explanation, it can be concluded that the dominant student learning style characteristics are visual and sensing. The test results of the quality of electrical teaching materials with an average of 85.38 categories are very feasible. The results of the conceptual understanding test of students who received adaptive electricity material with an average N-gains of 0.7 categories were very high. The highest N-gains are students with visual and verbal learning styles, namely, 0.72. Based on the combination of the Felder Silverman learning style model, it is 0.73 for students with visual sensing learning style types.

Undergraduate medical education at a district general hospital: facilitating the transition from student to medical professional

Background: The transition from student to medical professional represents a major challenge for all medical students. Every intake of newly qualified doctors increases potential risks to patients. In the UK, this is often colloquially referred to as the ‘August Effect’. At one District General Hospital, a ‘Ward-Craft and Bleep Simulation Programme’ was implemented for final year medical students. This aimed to equip students with the procedural knowledge and soft skills to support the transition from undergraduate training to professional working life as a junior doctor. Methods: A series of six, weekly, two-hour workshops which focussed on common clinical problems encountered by newly qualified doctors was delivered to final year medical students (‘Ward-Craft Programme’). Students then participated in a two-hour high fidelity, in-situ, ‘Bleep Simulation Programme. The programme was facilitated by a Clinical Teaching Fellow and evaluated through an anonymous feedback survey Results: 98.9% of students (n=259) agreed, or strongly agreed, that the programme helped them feel more prepared and confident for life as a junior doctor. Participants provided overwhelmingly positive feedback, specifically noting that the programme addressed feelings of confusion, anxiety, and the feeling of being overwhelmed by the work of junior doctor. Conclusions: The Ward-Craft and Bleep Simulation Programme has been positively received by medical students from universities with very different types of learning styles and courses. The replication of similar programmes for final year medical students is a valuable training opportunity for final year medical students and may help mitigate the challenges posed by the ‘August effect’.