Visual Auditory Kinesthetic Learning Style Research Articles

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

This research aims to analyze the learning styles of grade 7 students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. This research is a qualitative descriptive study. The subjects of this research were all 7th grade students of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. The data collection technique used in this research is in the form of a questionnaire which will be filled out by research subjects. Then the data will be analyzed quantitatively by calculating the percentage that refers to the three VAK learning styles (Visual, Auditory and Kinesthetic). The results of the learning style analysis of all 7th grade students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year showed that there were 40% Visual learning styles, 23% Auditory learning styles, 31% Kinesthetic learning styles, 2% Visual Kinesthetic learning styles, 1% auditory visual learning is as much as 1% of the auditory kinesthetic learning style and 2% of the visual auditory kinesthetic learning style. From this research, it was concluded that the learning style of students in Class 7 of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year was dominated by the visual learning style at 40% of the total class of students. These differences in student learning style tendencies can be accommodated by conducting differentiated learning so that it can meet student needs and student characteristics.

The Influence of Cooperative Learning Accompanied By Image Media on The Initial Writing Ability of Grade 1 Elementary School Students In Terms of VAK Learning Style

Media learning can be disadvantaged into four types, namely: (1) Visual media, which only relies on students' senses of sight; (2) Audio media, which only involves students' hearing, (3) Audiovisual media, which involves hearing and sight simultaneously in one process or activity; and (4) Multimedia, which involves several types of media and equipment in an integrated manner in a learning process or activity. This study aims to analyze the effect of the application of cooperative learning using visual media on the beginning writing ability of first graders of elementary school in terms of VAK (Visual, Auditory, Kinesthetic) learning styles through a quantitative approach with a quasi-experimental nonequivalent control group design. Data analysis was carried out using the t-test (t-independent samples) on the n-gain control class and the experimental class. The results showed that there was an effect of the application of cooperative learning with picture media on the initial writing ability for 1st-grade elementary school students in terms of VAK (Visual, Auditory, Kinesthetic) learning styles with the highest effect seen in students with kinesthetic learning styles.

KETERKAITAN GAYA BELAJAR VISUAL AUDITORI KINESTETIK (VAK) DENGAN MOTIVASI BELAJAR SISWA PADA MASA PANDEMI COVID 19 (SURVEI DI SMK KARYA BAHANA MANDIRI BEKASI)

The Covid-19 period is a difficult time where the education is also one of many areas that got most impacted. The teaching and learning process now need to be changed drastically and affecting the motivation of learner. This research’s objective is to find out the effect of VAK’s (Visual Auditory Kinesthetic) learning style on students' motivation when learning in this Covid 19 pandemic. The research approach was quantitative with a survey method. The research was held at SMK Karya Bahana Mandiri, Bekasi, starting from October 2021 – January 2022, and collecting the data through observation, questionnaires, and documentation. The population was 67 students with simple random sampling technique. The outcome of simple linear regression analysis is Y = 44.48 + 0.46 X. Then, correlation of coefficient value is 0.44, it means a moderate relation between VAK learning styles and students' learning motivation happened. Value of the coefficient of determination is 19.36%, it means that Visual Auditory Kinesthetic (VAK) learning style variable contributes to learning motivation by 19.36%, while the influence of other factors is not examined. For results of the hypothesis shown that the value of tcount > ttable is 4.9497 > 1.9971, that means there is a direct effect VAK learning style on students' learning motivation in this pandemic (a survey at SMK Karya Bahana Mandiri, Bekasi). The conclusions with the test of simple regression line analysis, correlation of coefficient test, test of coefficient determination, and hypothetical test are showing same effect of VAK studying Style on Student’s Learning Motivation in this Covid 19 Pandemic

Analisis Karakteristik Gaya Belajar Vak (Visual, Auditorial, Kinestetik) Siswa Kelas X SMAK St. Petrus Ende Tahun Ajaran 2019/2020

Penelitian ini bertujuan untuk mendeskripsikan karekteristik gaya belajar VAK (visual, auditorial, kinestetik) siswa atau peserta didik di tingkat SMA. Gaya belajar merupakan modalitas belajar yang sangat penting. Informasi yang berhubungan dengan karakteristik gaya belajar siswa sangat penting bagi guru sehingga guru dapat memilih strategi pembelajaran yang tepat, yang dengan demikian akan meningkatkan kualitas pembelajarannya. Siswa juga akan lebih mudah memotivasi dirinya dalam mengikuti pembelajaran. Penelitian ini adalah penelitian non-ekspereimen dan tergolong dalam penelitian deskriptif analitis kualitatif. Subjek penelitian ini adalah seluruh siswa kelas X SMAK St. Petrus Ende tahun ajaran 2019/2020. Instrumen yang digunakan dalam penelitian ini berupa angket/kuesioner yang diisi oleh subjek penelitian. Angket gaya belajar ini diisi 189 siswa kelas X SMAK St. Petrus Ende tahun ajaran 2019/2020. Hasil analisis gaya belajar siswa kelas Xa didominasi oleh gaya belajar auditorial (50%). Kelas Xb didominasi oleh gaya belajar auditorial (60,53%). Kelas Xc didominasi oleh gaya belajar auditorial (68,42%). Kelas Xd didominasi oleh gaya belajar gabungan visual dan auditorial (37,84%). Kelas Xe didominasi oleh gaya belajar auditorial (55,27%). Secara keseluruhan gaya belajar siswa kelas X SMAK St. Petrus Ende angkatan 2019/2020 didominasi oleh gaya belajar auditorial, yaitu sebesar 52,91%.

Exploring the Impact of VAK Learning Style on Teenager Level Language Learners in Indonesia

This study aims at finding out whether Visual Auditory Kinesthetic (VAK) learning styles improve the It presents pre experimental design to see the impact of VAK learning style with one group pre-tested and post-tested, employing oral testing. The target group of this study was teenager level language learners at a school in Makassar Indonesia in the 2015/2016 academic year. Twenty nine students with average speaking ability participated in this study. A purposive sampling technique was used to recruit participants. The data was collected through an oral proficiency. The results of the data analysis indicated that there was a significant difference in the students’ English speaking skills before and after being trained using the VAK learning style. Results indicated that post-test was greater than pre-test in accuracy, fluency, comprehensibility. Based on the result of analysis can be concluded that the adoption of the VAK learning style can improve the English speaking skills and the methodology can be used as a preliminary strategy to assess students’ learning capability.

THE USE OF VISUAL AUDITORY KINESTHETIC (VAK) LEARNING STYLES TO INCREASE STUDENTS’ VOCABULARY

The objectives of this research were: (1) To find out whether or not the Visual Auditory Kinesthetic learning stylesincreases the students’ vocabulary. (2) To find out whether or not the students are interested in studying English by using Visual Auditory Kinesthetic learning styles. This research employed quasi experimental design. This research used cluster random sampling technique. The research data were collected by using two kinds of instruments namely: writing test for the students’ vocabulary achievement and questionnaire for the students’ interest. The results of the research were: (1) the implementation of Visual Auditory Kinesthetic learning styles in teaching vocabulary improve the students achievement as there is a significant difference vocabulary mean score of the experimental group in posttest was significantly higher than the control group (82.40 > 58.80). (2) The students interest in Visual Auditory Kinesthetic learning styles was categorized as very high. It can be concluded that the Visual Auditory Kinesthetic learning styles in the teaching process is effective to be implemented in improving the students’ vocabulary achievement and the students have high interest toward Visual Auditory Kinesthetic learning styles in teaching English vocabulary.

DIRECT AND INDIRECT EFFECTS OF PERSONALITY TYPE AND LEARNING STYLE PREFERENCES ON STUDENTS’ ACHIEVEMENT IN SENIOR SECONDARY SCHOOL BIOLOGY IN OSUN STATE, NIGERIA

Poor performance of students in Biology has been attributed generally to factors relating to the home, school and the students themselves. Previous studies have investigated personality type and learning style preferences in relation to students’ achievement in tertiary institutions rather than at the secondary school level. This study was therefore conducted to examine the effects of Myer’s Briggs personality type- ESTJ (Extroversion, Sensing, Thinking, Judging) and VAK (Visual, Auditory, Kinesthetic) learning style preferences on students’ achievement in Biology at the Senior Secondary School (SSS) level. Three instruments [Cognitive Type Inventory (CTI), VAK Learning Style Indicators (VLSI), and Biology Achievement Test (BAT)] were administered on 1,480 SSS II Biology students. The results were presented using path analysis and multiple regressions. It was established that five hypothesized predictor variables (age, extroversion, sensing, thinking and kinesthetic) had direct effects on Biology achievement. On the other hand, only three hypothesized predictor variables (gender, age and thinking) had indirect effects on Biology achievement. However, sensing and kinesthetic preferences had the most significant direct effects on Biology achievement. Also, sensing had the highest total causal effect on Biology achievement. Students should be encouraged to develop improve and exhibit sensing and kinesthetic preferences when learning Biology. Article visualizations:

PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN KONTEKSTUAL DENGAN GAYA BELAJAR VAK (VISUAL AUDITORY KINESTETIK)

Abstract: This research aims at finding out 1). To find out the average difference in learning outcomes of students learning mathematics using a contextual approach to the learning style VAK (Visual Auditory Kinesthetic) with a direct approach, 2). Knowing the average results of applied mathematics learning with contextual approach VAK learning styles (Visual Auditory Kinesthetic) higher than the average results of students' mathematics learning approach is applied directly to the material of linear equations. The population of this study was all students in grade X MA Al-Hidayah . For data analysis was performed using the formula t-test for normally distributed samples.The conclusions of the research were as follows that the average results of students 'mathematics learning gained through the application of contextual learning style approach VAK (Visual Auditory Kinesthetic) higher than the average of students' mathematics learning outcomes obtained through the direct approach. Keyword : Contextual approach, VAK (Visual Auditory Kinesthetic)

The Effects of Visual Auditory Kinesthetic Learning Style as Technique in Improving Students’ Writing Ability

The objectives of this research were to investigate whether VAK learning style as a technique has significant effects in improving students’ writing ability and the students’ interest in VAK learning style as a technique in studying English writing. This research employed quasi experimental design. The population of this research was the eleventh grade students of Science Program SMA Negeri 1 Bontomarannu in academic year 2014/2015. This research used cluster random sampling. The sample consisted of 60 students that belonged to two groups: 30 students in the experimental andcontrol group. The data was collected by using writing test and questionnaire.The findings showed that there was an improvement on the students’ writing ability after the treatment. The students’ result of posttest of experimental group was more significantly improved than the students’ result of posttest of control group by the mean score 73.2 > 58.1. The difference of both scores was statistically significant based on the t-test value at significant level0.05 inwhich the P-value is lower than the significant level (0.0001 < 0.05). The mean score of the students’ interest in the experimental group was 91.63 and it was categorized as strongly interested. Key words: VAK Learning Style, Writing, Learning Style

Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students

<p><strong>Background:</strong> Learning styles refer to the ability of learner to perceive and process information in learning situations. The ability to understand students’ learning styles can increase the educational outcomes. VAK (Visual, auditory, kinesthetic) learning style is one of the learning style in which students use three of sensory perception to receive information. Teachers can incorporate these learning styles in their classroom activities so that students are competent to be successful in their courses. The purpose of this study is to assess Visual, Auditory, and Kinesthetic learning style among undergraduate nursing students.</p><p><strong>Methods:</strong> A descriptive study was carried out; the study was conducted during the period of 3rd. November, 2013-15, March, 2014, in two Nursing Colleges at Universities of Mosul and Kirkuk. A stratified random sampling was used for data collection. The target population was an undergraduate nursing students (210) students (60 male and 150 female). Statistical Package for the Social Science (SPSS), Chi-square, Frequencies and Percentage was used for data analysis.</p><p><strong>The results:</strong> the findings reveal that Visual, Auditory, and Kinesthetic learning style of the study sample was (40.0%), (29.5%), and 30.5% respectively. Females preferred auditory learning style (30.3%) more than males (27.3%), while males preferred kinesthetic learning style (32.3%) more than females (29.8%).</p><p><strong>Recommendation:</strong> The researcher recommended that nurse educators should aware of learning styles of the students and provide teaching style to be matched with their learning style.</p>

Design and development of an innovative individualized adaptive and intelligent e-learning system for teaching–learning of probability unit: Details of UZWEBMAT

In this study, an innovative adaptive and intelligent web based e-learning system, UZWEBMAT (Turkish abbreviation of Adaptive and INtelligent WEB based MAThematics teaching–learning system) was designed, developed and implemented. This e-learning system was intended for learning and teaching secondary school level permutation-combination-binomial expansion and probability subjects. Content which was prepared according to Turkish curriculum for secondary school mathematics course was transformed into learning objects in three different ways in accordance with VAK (Visual–Auditory–Kinesthetic) learning styles. Primary/secondary/tertiary learning styles of learners registering the system are determined and each learner receives the content appropriate for his/her dominant learning style. Also, they can be directed to contents of other styles according to their performances thanks to an expert system. Learning objects constituting the content were prepared according to constructivist approach. An active role for the learner was the purpose. Tips and intelligent solution supports within the learning objects were presented with expert system support to the learners. With this structure, UZWEBMAT bears the characteristics of intelligent tutoring system as well as an adaptive e-learning environment. All the movements of learners studying with UZWEBMAT are recorded and the necessary information is reported to both learners and teachers in a visualized way.