An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

Apipah, Salisatul; Kartono, Kartono; Isnarto, Isnarto

doi:10.1088/1742-6596/983/1/012138

Cited by 16 publications

(22 citation statements)

References 3 publications

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“…Blended learning is reviewed from a variety of student learning styles, where each student has different learning styles. According to (Apipah et al, 2018) the learning style of a person determines how the student can absorb something through its senses between its senses, which sense is more developed during the learning process. According to (Aljaberi, 2015) in his research concluded students ability to solve mathematical problems varies depending on the learning style.…”

Section: A Introductionmentioning

confidence: 99%

Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

Suryati¹,

Adnyana²

2020

JTAM

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The research aims to describe the influence of telegram-assisted blended learning strategies on mathematics learning outcomes in terms of learning styles. This research is a quasi-experimental research using 2x3 factorial design. The respondents taken is the second semester students majoring in informatics engineering at the STMIK STIKOM Indonesia campus. The sampling procedure in this study was a random sampling technique that was started by carrying out the equivalency test of 4 classes taken using the one-way ANOVA test. After that randomly selected, two classes as an experimental class and two classes as a control class. To get instruments that have validity before use, questionnaires and tests are first tested and validated by experts who are experts in their fields. Normality and homogeneity tests are needed as a prerequisite before analyzing the data. The method used to analyze data is two-way ANOVA. The results showed that (1) student mathematics learning outcomes taught with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes of students taught, (2) the effect of telegraph-assisted blended learning strategies on student mathematics learning outcomes in learning styles. Based on the results of the research that has been carried out, it is recommended that further researchers or educators be able to develop a blended learning strategy as a way to convey learning material so that they can pay more attention to the learning styles of each student and can develop telegrams with more attractive features so that the telegram becomes one of online application for learning media.

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Section: A Introductionmentioning

confidence: 99%

Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

Suryati¹,

Adnyana²

2020

JTAM

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“…There is a similarity in the process of mathematical connections in re-examining completion between students who have visual and kinesthetic learning styles, and there are differences in the mathematical connection process in re-checking the completion between students who have visual and kinesthetic learning styles and students who have auditory learning styles, which means one's way. observe, process (Aini et al, 2016;Apipah & Kartono, 2017; Warih, Parta, & Rahardjo, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Differences in learning styles will affect the way the problem is solved, that is, each visual, audio, and kinesthetic learning style has differences in the problem solving process (Richardo et al, 2014). The difference in how to solve problems from students who have these three learning styles is also used as a reference to see the effect of mathematical connection abilities on student achievement, so in this case, learning styles become one of the internal factors of students' mathematical connections (Apipah & Kartono, 2017;Dwirahayu & Firdausi, 2016;Wiguna et al, 2019). Some of the previous research on the connection of mathematics in elementary/junior high school (Hidayati et al, 2020;Kenedi et al, 2019) and high school was based on the ability of mathematics and gender in solving math problems (Baiduri et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Process of Students' Mathematical Connection in Solving Mathematical Problems in terms of Learning Styles

Baiduri¹,

Khusna²,

Solikhah³

2021

TURCOMAT

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The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.

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“…Peserta didik yang memiliki intuisi yang bagus, cenderung dapat dengan mudah memahami konsep fisika dan dapat menyelesaikan soal fisika dengan cepat. Intuisi dapat dilatih dan ditingkatkan dengan memberikan visualisasi baik dalam bentuk visualisasi diam seperti gambar, grafik, dan foto maupun dalam bentuk visualisasi bergerak seperti video, pemodelan, simulasi, dan animasi [2], [3], [4], [5]. Visualisasi dapat mengatasi abstraksi persoalan fisika, meningkatkan pemahaman konsep fisika peserta didik pada sekolah menengah dan mahasiswa sains teknik [6], [7].…”

Section: Pendahuluanunclassified

Pemodelan Gerak 2 Dimensi Berbasis GUI Matlab dengan Ketinggian Awal Tertentu

Rustan

2021

Radiasi

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Dalam ilmu fisika terdapat banyak persamaan matematis dan konsep abstrak yang sulit dipersepsikan secara indra oleh peserta didik. Hal tersebut dapat diatasi dengan memberikan visualisasi baik dalam bentuk visualisasi diam seperti gambar, grafik, dan foto maupun dalam bentuk visualisasi bergerak seperti video, pemodelan, dan animasi. Pada penelitian ini, akan dilakukan pemodelan gerak parabola dengan ketinggian awal tertentu menggunakan GUI Matlab untuk melihat respon waktu tempuh, jarak tempuh, dan kecepatan benda. Selain itu akan dilakukan variasi nilai parameter sudut pelemparan dan kecepatan awal. Hasil menunjukkan pemodelan gerak parabola menggunakan GUI Matlab memiliki tampilan menarik dan fitur yang dapat diubah sesuai keinginan pengguna (user). Objek yang dilempar pada ketinggian awal tertentu akan menempuh jarak terjauhnya saat sudut pelemparan awal sebesar 30°, dan akan menempuh jarak terpendeknya saat sudut pelemparan sebesar 60°. Pengembangan kode matlab pada pemodelan ini bertujuan untuk memberikan gambaran kualitatif sebagai pendukung pemahaman secara kuantitatif gerak parabola, dimana selama ini buku teks hanya menekankan pada aspek kuantitatifnya

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An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

Cited by 16 publications

References 3 publications

Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

The Process of Students' Mathematical Connection in Solving Mathematical Problems in terms of Learning Styles

Pemodelan Gerak 2 Dimensi Berbasis GUI Matlab dengan Ketinggian Awal Tertentu

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