Visual Auditory Kinesthetic Research Articles

PENERAPAN MODEL VISUAL, AUDITORY, KINESTHETIC (VAK) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR

This study investigated the effectiveness of the Visual, Auditory, Kinesthetic (VAK) model in improving the initial reading skills of grade 1 students at SDN 007 Bangkinang Kota. The research was motivated by the low reading ability observed in this group of students. Employing a class action research (PTK) design with two cycles, the study involved 26 students (13 male and 13 female). Each cycle consisted of two meetings and four stages: planning, implementation, observation, and reflection. Data collection, conducted in July 2023, utilized documentation and observation techniques, analyzed qualitatively and quantitatively. Instruments included teacher and student activity observation sheets, and student worksheets. Pre-action results revealed a learning completeness rate of only 30.76%. Following the implementation of the VAK model, this rate progressively increased across both cycles. By the end of cycle II, meeting II, the learning completeness rate reached 92.30%, with 24 students achieving mastery. These findings suggest that the VAK model holds significant potential for enhancing initial reading abilities in grade 1 students

COMPARISON OF HISTOLOGY PRACTICUM EXAM RESULTS BASED ON THE LEARNING STYLE OF MEDICAL STUDENTS

Background: Histology is one of the essential subjects to be understood in medicine. Identifying the appropriate learning styles can be a solution to improve learning performance and achieve maximum learning outcomes.Aims: This study aims to determine the effectiveness of learning styles on histology practical exam results in medical students.Methods: This study used a cross-sectional design by involving students at the medical faculty of Universitas Negeri Gorontalo who contracted the biomedical course I in the 2022/2023 academic year. Learning styles are assessed using a visual-auditory-kinesthetic (VAK) questionnaire to categorize student learning styles. The results of the practicum exam in the form of numbers are obtained from the accumulated scores of the first practicum exam in histology with the topics of cytology, epithelium, and connective tissue. The one-way ANOVA test was conducted to analyze the data.Results: Out of 42 participants involved, visual, auditory, and kinesthetic learning styles were 18 people (42.9%), 23 people (54.8%), and 1 people (2.4%), respectively. Generally, the student practicum exam results were 63.62 ± 17.24. Based on the learning styles group of visual, auditory, and kinesthetic, the mean (SD) practicum exam results were 66.00 (14.60), 62.43 (19.29), and 48.00 (0.00), respectively (p-value = 0.541).Conclusion: Visual learning style shows marginally better practicum exam results than other learning styles. This result can be considered a learning strategy to improve the results of practicum exams, particularly in the subject of histology practicum courses.

The Influence of the Visualization, Auditory, Kinesthetic (VAK) Learning Model Assisted by Song Clip Video Media on the Poetry Writing Ability of Class X Students of SMA Negeri 7 Medan

This research aims to determine the effect of the Visualization, Auditory, Kinesthetic (VAK) learning model assisted by Song Clip Video Media on the Poetry Writing Ability of Class X Students of SMA Negeri 7 Medan in the 2023/2024 Academic Year. The research method used is the experimental two group post-test design method. The research results showed that the average score for the poetry writing ability of experimental class students was 79.68, which was considered good, while the average score for the control class was 62.88, which was considered sufficient. Hypothesis testing shows that tcount > ttable, namely, 6.17 > 2.056, so the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. This proves that there is an influence of the Visualization, Auditory, Kinesthetic (VAK) learning model assisted by song video clip media on the ability to write poetry in class X students of SMA Negeri 7 Medan for the 2023/2024 academic year.

PENGGUNAAN MODEL PEMBELAJARAN VAK (VISUALIZATION AUDITORY AND KINESTETIC) DENGAN METODE PENGULANGAN DAPAT MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM TENTANG ISTILAH-ISTILAH DALAM MUAMALAH EKONOMI SYARIAH PADA SISWA KELAS XI KULINER 2 SMKN1 KOTA TASIKMALAYA

PAI learning at school is very important for students, which is a systematic and pragmatic effort to help students so that they live according to Islamic teachings. This research aims to: determine whether there is an increase in Islamic Religious Education learning outcomes after using the VAK learning model which involves learning modalities and repetition methods. Apart from that, this research aims to determine students' motivation and activeness in PAI learning after using the VAK learning model which involves learning modalities and repetition methods. To find out the responses or attitudes that emerge in Islamic Religious Education learning using the VAK learning model which involves learning modalities and repetition methods. This research uses Classroom Action Research (PTK) which is carried out in 2 cycles. The research instrument uses Observation and Observation Tests. Student data was obtained from 37 student research subjects, 4 men and 33 women. Based on the research results, it was concluded that PAI learning about Muamalah terms in Sharia Economics uses the VAK (Visualization, Auditory, Kinesthetic) learning model with the repetition/repetitive method starting from proper planning, implementation in accordance with research procedures, as well as observations of the resulting activities. and student learning outcomes have improved very well. The average student activity score in cycle I was 44 or around 58.67% who reached the KKM, increasing in cycle II to 84 or around 100% of students who reached the KKM. Likewise with student learning outcomes, student learning outcomes in cycle I were 44 or around 58.67% who reached the KKM, increasing in cycle II to 84 or 100% of students who reached the KKM

IMPROVING THE FOURTH GRADE STUDENT’S VOCABULARY MASTERY THROUGH APPLYING VISUAL AUDITORY KINESTHETIC (VAK) AT SDN 53 LUBUKLINGGAU

The focus of this classroom action research project is to find out how well fourth-grade children at SDN 53 Lubuklinggau comprehend vocabulary by using the Visual Auditory Kinesthetic (VAK) technique. The project intends to improve language acquisition in the classroom by using kinesthetic, auditory, and visual learning methods. This project aims to provide important insights into improving vocabulary education for students in primary schools using a methodical action research approach. It is anticipated that the results will have applications for teachers and curriculum designers who want to create dynamic and captivating language learning environments.

Development of Visual, Auditory, Kinesthetic (VAK) Based Student Worksheets with Liveworksheets to Train Science Literacy

Development of Visual, Auditory, Kinesthetic (VAK) Based Student Worksheets with Liveworksheets to Train Science Literacy

VAK-Based E-Module for Grade IV Elementary School Students

Lack of teacher ability to develop teaching materials causes boredom. The aim of this research is to develop a Visual Auditory Kinesthetic (VAK) based learning e-module aimed at students in the fourth grade of elementary school, a solution that researchers can offer. This research is a mixed method-based development research using the 4 D (Four-D) research model. Data collection methods use observation, interviews and questionnaires. The research subjects were 4 experts and 1 teacher. The test subjects were shown to fourth grade elementary school students. The data analysis technique uses qualitative and quantitative descriptive analysis. The research results show that material experts and media experts carry out product testing, while teachers and students carry out assessments. The results show overall results for material experts are 91 percent in the very good category, overall media experts are 89 percent in the very good category, practitioners overall are 95 percent in the very good category, and students overall are 93 percent in the very good category. Therefore, it can be concluded that learning e-modules that focus on energy-saving materials for fourth grade elementary school students are suitable for use. The implication of this research is that this learning e-module can help teachers and students as a learning tool to support learning, especially in energy saving material.

The Influence of Blended Learning and Visual, Auditory, Kinesthetic (VAK) Learning Styles on Students' Speaking Skills in Class XI English Language Learning

The aim of this research is to determine the effect of blended learning and visual, auditory, kinesthetic (VAK) learning styles on students' speaking skills when learning English. The research method used is experimental research. The experimental design used was a factorial design, while this research used a non-equivalent control group pre-test. The research results show that: (1) There are differences in the English language skills of students who are taught through blended learning and online learning; (2) There is a reciprocal influence between blended learning and online learning models as well as visual, auditory, kinesthetic (VAK) learning on students' English language skills; (3) There are differences in English language skills between students taught using blended learning and online learning with visual learning; ( 4) There are differences in English language skills between students who are taught through blended learning and online learning techniques, and students who receive auditory learning; and (5) There are differences in English language skills between students taught via blended learning and online learning methods and students with a kinesthetic learning style.

Ludo Word Game Assisted Visualization Auditory Kinesthetic (VAK) Learning Model on Student Science Learning Outcomes in Elementary Schools

The teacher's success in the learning process can be seen from the student learning results. Learning is said to be successful, also seen from how the teacher packages learning. However, teachers are still having difficulties using appropriate learning models in learning. This study aimed to analyze the effect of the Visualization Auditory Kinesthetic (VAK) learning model assisted by the Ludo Word Game. This type of research is a quasi-experimental study with a non-equivalent pretest-posttest control group design. The study population consisted of 45 students, with a random sampling technique to determine the sample. The sample of this research is the experimental class of 23 students and the control class of 22 students. The method used in collecting data is a test. The data collection instrument uses test questions. Data analysis techniques using inferential statistical analysis. The results of the study using the t-test obtained data, namely tcount of 19.893 while for ttable of 2.016, if seen from this, it can be said that tcount is greater than ttable, so there is a significant influence using the Visualization Auditory Kinesthetic (VAK) learning model assisted by Ludo Word Game on science learning outcomes for class V SD. It was concluded that the Ludo Word Game assisted Visualization Auditory Kinesthetic (VAK) learning model improved student learning outcomes. The implication of this research is using the Ludo Word Game-assisted Visualization Auditory Kinesthetic (VAK) learning model to increase students' enthusiasm for learning.

The Influence of the Visual Auditory Kinesthetic Model (VAK) as an Alternative to Improve Basic Basketball Passing Techniques

This study aims to determine the extent to which the Visual Auditory Kinesthetic (VAK) model influences the basic techniques of basketball passing. that the teacher has directed in carrying out the practice directly or in theory that has been taught. Then in this study the authors used a descriptive quantitative research method with a one-group pretest-posttest design model, where the researcher described the results in this study by revealing data in the form of numbers that had been analyzed using the SPSS application. Then the results of this study can be seen in some of the following data from the resulting research, it is known that the resulting significance value of 0.144 is greater than 0.06. So it can be concluded that the data tested is normally distributed. Then test the hypothesis through the paired sample t-test that the resulting average pre-test is 54.62 and 81.30 post-test. Therefore, the results of the post-test were better than the pre-test and the resulting standard deviation was for the pretest 13,240 and for the post-test 9,096. Then the results of the other paired sample t-test showed that the results were sig. (2-tailed) obtained by 0.000 (sig.2-tailed), namely 0.000 <0.06, meaning that there is an influence of the visual auditory kinesthetic model in the results of Improve the basic technique of passing basketball.

The Experimental-Based Visual Auditory Kinesthetic (Vak) Learning Model Improves Elementary School Science Learning Outcomes

If the teacher only applies the lecture method, science learning is complex for students to understand. This study aimed to analyze the effect of the experimental-based VAK learning model on science learning outcomes in fifth-grade elementary school students. This research belongs to the quasi-experimental research (Quasi Experiment). The research design is the Non-Equivalent Post-test Only Control Group Design. The research population totaled 172 students. This research will use a random sampling technique. The research sample was 62 students. The data collection method used is the test method. The research instrument was a multiple-choice question sheet. The data analysis technique used is descriptive statistics and inferential statistics. The results of this study show a significant influence of the experimental-based Visual Auditory Kinesthetic (VAK) learning model on the science learning outcomes of fifth-grade elementary school students. It was concluded that the Experiment-based Visual Auditory Kinesthetic (VAK) learning model could improve the science learning outcomes of fifth-grade elementary school students. The VAK learning model can help students and make science learning fun.

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.

Juegos didácticos para la enseñanza de la Lengua Inglesa según estilos de aprendizaje de los estudiantes

En el trabajo se ofrece una breve referencia sobre los estilos de aprendizaje, específicamente el de Programación Neurolingüística PNL o más conocido como VAK (visual, auditivo, kinestésico) de Bandler y Grinder. Se ofrecen los resultados del diagnóstico aplicado a un grupo de estudiantes de secundaria básica para determinar los estilos de aprendizaje de los estudiantes en la enseñanza de la lengua inglesa. Para ello se elaboraron juegos didácticos teniendo en cuenta los estilos de aprendizaje de los estudiantes con el proceder metodológico a ser utilizado en el aula por parte del profesor. Se realizó un análisis del comportamiento del aprendizaje de los estudiantes después de su participación en los juegos didácticos elaborados, a través de la aplicación de instrumentos como la entrevista al profesor, encuestas a los estudiantes y la observación del ambiente de clases utilizando el método de triangulación. Como muestra se tomó en consideración u profesor y un grupo de 60 estudiantes cursantes del décimo grado del preuniversitario “Julio Antonio Mella” de la ciudad de Baracoa en Guantánamo, Cuba, durante el período académico 2018-2019. Como conclusiones del estudio se evidencia que los juegos didácticos propuestos se pueden adaptar y ser aplicados en otras asignaturas y grados de diferentes niveles educativos.

Profil miskonsepsi pemahaman peserta didik terhadap materi pecahan ditinjau berdasarkan gaya belajar visualization auditory kinesthetic (vak) pada peserta didik kelas v sekolah dasar

<p class="Abstract"><em><strong>Abstract</strong>. The purpose of this study is to analyze and describe the profile of misconceptions based on the Visualization, Auditory, Kinesthetic (VAK) learning style regarding students' understanding of fractions and the causes of misconceptions in the fifth grade of SD Negeri Wonosri. This research is a qualitative research method. The research subjects were the fifth grade students of SD Negeri Wonosri. Data collection techniques are learning style tests, fractional material tests, interviews with teachers, and interviews with students. The validity of the data using technical triangulation techniques. Data analysis used descriptive analysis techniques. The research procedure is the initial preparation, the research implementation stage, the data processing stage, and the data presentation.The results showed that two research subjects who had a visualization learning style experienced systematic misconceptions and numeracy misconceptions. Two research subjects who have an auditory learning style experience systematic and translation misconceptions. Two other research subjects have a kinesthetic learning style experiencing systematic misconceptions. Factors causing students to experience misconceptions are preconceptions, lack of understanding of concepts, low interest in learning, teacher teaching methods that are too fast, lack of understanding of steps, students' associative thinking.</em></p><strong><em>Key Words</em>:</strong> <em>misconception, fraction material, learning style</em><em>, and elementary school</em>

THE EFFECTIVENESS OF VISUAL, AUDITORY, KINESTHETIC (VAK) MODEL IN TEACHING WRITING ON PROCEDURE TEXT FOR THE SEVENTH GRADE STUDENTS AT SMP MUHAMMADIYAH 2 TARAKAN

The objective of the research was to investigate whether there was any significant difference between the students who were taught by using Visual, Auditory, Kinesthetic (VAK) model and those who were taught by using Mind Mapping model in teaching writing on procedure text for the seventh-grade students at SMP Muhammadiyah 2 Tarakan. The method used in this research was quasi-experimental, and the design of this research was a nonequivalent group design. The sample of this research was class VII A as the experimental class and VII C as the control class by using a purposive sampling technique. The research instrument was a writing test. The Independent Sample of T-test was used to analyze the data. The result of this research showed that there was a significant difference between the students who were taught by using Visual, Auditory, Kinesthetic (VAK) model and those who were taught by using Mind Mapping model in writing procedure text. It was proven by the result of the students’ mean score in the pretest and posttest. The students’ mean score in the pretest in the experiment class was 32.83 and the students’ mean score in the pretest in the control class was 36.83. The students’ mean score in the posttest in the experiment class was 55.83 and the students’ mean score in the posttest in the control class was 46.50. The students’ mean score in the posttest in the experiment class was higher than that of the control class. The result of the Independent sample of T-test obtained tcount = 2.095 and ttable with df = N- 2 = 46 at the level of significance 5% or 0.05 was 2.013. It can be concluded that tcount ttable was 2.095 2.013. Then, there was a significant effect of the implementation of Visual, Auditory, Kinesthetic (VAK) model in teaching writing on procedure text for the seventh-grade students at SMP Muhammadiyah 2 Tarakan.

The use of visual, auditory, kinesthetic (VAK) learning to increase student learning outcomes

This study uses classroom action research. The research objective is to apply the visual, auditory, kinesthetic (VAK) learning model to improve student learning outcomes. The subjects in this study were teachers and students of grade IV primary school totaling 24 students. Data collection techniques used are observation, tests, and documentation. Actions have been done as much as 2 cycles. Data is calculated using percentages. The findings reveal that the learning outcomes of cycle I are in the sufficient category, and there is an increase in cycle II which is in the good category. The conclusion in this study is that the application of VAK learning can improve the learning process and student science learning outcomes.

PENGARUH MODEL KOOPERATIF TIPE VAK TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMA

Students' mathematical understanding ability at SMA Muhammadiyah Makassar is in the low category. This is based on the results of preliminary observations that researchers conducted at the school, students were unable to relate new material to previous material that had been learned. This is also indicated by the low test scores of class X students, namely with an average below the KKM score. An alternative is needed to choose the right learning model, one of which is the Visual Auditory Kinesthetic (VAK) learning model. The purpose of this study was to determine the effect of Visual Auditory Kinesthetic (VAK) type cooperative learning model on the ability to understand mathematical concepts of grade X students of SMA Muhammadiyah Makassar. The research approach used was a quantitative approach with the type of pre-experiment research and the research design was a one group pretest-posttest design. The research sample was determined using a random sampling technique (sample random sampling), namely not all populations were used as sample members. The population in this study were all students of class X SMA Muhammadiyah Makassar. The sample used in the study was social studies class students as many as 9 people. The research instrument is a questionnaire, pretest and posttest in which there are indicators of mathematical understanding. The tests used were in the form of descriptions. Research hypothesis testing using paired samples t-test on SPSS system. Based on the results of hypothesis testing with a significance level of

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

MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN DENGAN MENERAPKAN METODE VAK (VISUAL, AUDITORI, KINESTETIK) PADA SISWA KELAS I SDN 3 PEMENANG TIMUR

This study aims to determine the improvement of initial reading skills through the Visual, Auditory, Kinesthetic (VAK) method in 1st grade students at SDN 3 Pemenang Timur. This research is an effort to improve initial reading skills through the Visual, Auditory, Kinesthetic (VAK) method in grade 1 students at SDN 3 Pemenang Timur. This research was conducted with 2 cycles, each of which has 4 stages, namely planning, implementation, observation, and reflection. The subjects of the study were 1st grade students at SDN 3 Pemenang Timur with a total of 30 students. Data collection techniques was carried using observation sheets and reading tests. Based on the analysis of test results and observations, it was concluded that there was an increase in students' initial reading ability in each cycle. The average value result at the precyclical was 70.4 with a classical completion percentage of 47%. In the first cycle, the average value became 74.4 with a classical completion percentage of 67%. In cycle II, it increased again with an average value of 77.9 with a classical completion percentage of 83%. Thus, the VAK method can improve the initial reading skills in the first grade of SDN 3 Pemenang Timur.

Pembelajaran Baca Al Quran dengan Metode Qiroati pada Masa Pandemi

Before the pandemic, teachers taught learning to read the Al-Quran by directly teaching makhraj letters, long-short rules, and tajwid to students. During the pandemic, the teacher conducted online learning, resulting in a decrease in student learning outcomes. This study aims to describe and evaluate the implementation of the Quran reading learning program using the Qiroati method during the pandemic. This research uses a qualitative approach with a case study design. Data was collected by conducting interviews with the principal, Qiroati team, classroom teachers, students, and parents. The results of this study revealed that the process of learning to read the Koran begins with the preparation of a lesson plan by the principal and the team, and then the plan is implemented by the Qiroati teachers. Qiroati learning is done online using Whatsapp Group (WAG), voice note (VN), and video call (VC). School management plays a role in arranging the schedule and distribution of teachers as well as providing learning infrastructure for Qiroati teachers. In this program, the involvement of parents is limited to providing infrastructure, but is minimal in providing assistance to children's learning. The implementation of online Qiroati learning has not succeeded in achieving the expected target. The implication of this research is that learning to read Qiroati online needs to use an interactive platform and utilize VAK (Visual, Auditory, Kinesthetic) modalities for students so that learning outcomes can be optimal.