Pengaruh Gaya Belajar Siswa Terhadap Hasil Belajar Fisika  Sma Pgri Maros

Kadir, Fitriani; Permana, Imam; Qalby, Nurul

doi:10.46918/karst.v3i1.538

Cited by 7 publications

(9 citation statements)

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“…Every learning styles as visual, auditory and kinaesthetic learning styles obtains different learning outcomes which means that learning styles surely affect learning outcomes. There is a positive and significant influence between learning styles and learning outcomes [15], and there is an effect of learning styles on learning outcomes of learning physics subject [9].…”

Section: A Analysis Of Learning Styles and Learning Outcomesmentioning

confidence: 99%

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The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

Putri¹,

Yusrizal²,

Evendi³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Based on the results of the analysis of previous studies, it shows that learning styles affect student learning outcomes, as well as thinking styles. However, there is no data which dominantly affects learning outcomes, learning styles or thinking styles. Through this study will be studied the influence of learning styles on learning outcomes and thinking styles on learning outcomes. Besides, it also examines the styles of learning styles and thinking styles that most dominantly affect learning outcomes. This research uses a quantitative approach, survey methods and descriptive techniques. The target population is all high school students in the city of Banda Aceh, while the sample is 90 grade 2 students at State Senior High School 5 Banda Aceh. Data analysis used descriptive and inferential statistical tests with the Two-Way ANOVA technique. The results of the analysis show that there is a significant difference between the impact of learning styles and thinking styles on student learning outcomes taught by the Discovery Learning model. In addition, it was also found that visual, auditory and kinaesthetic learning styles predominantly affect learning outcomes compared to visual styles. As for the thinking style, it is found that the style of concrete sequential thinking style is more dominant in influencing learning outcomes compared to other styles of thinking style.

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Section: A Analysis Of Learning Styles and Learning Outcomesmentioning

confidence: 99%

“…Based on the questionnaire results and student post-tests, data for each learning types and the average value of students learning outcomes are presented in Table 1. [15].…”

Section: A Analysis Of Learning Styles and Learning Outcomesmentioning

confidence: 99%

The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

Putri¹,

Yusrizal²,

Evendi³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

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“…Sebagai catatan bahwa setiap anak memiliki ketiga jenis gaya belajar ini namun terdapat jenis gaya belajar yang tentunya lebih dominan untuk lebih nyaman digunakan dalam proses belajar (Bire et al, 2014). Siswa yang memiliki pengetahuan tentang gaya belajar yang tepat untuk dirinya membantu siswa tersebut untuk mendapatkan hasil belajar yang baik dalam beberapa pelajaran seperti biologi (Taiyeb & Mukhlisa, 2015)dan fisika (Kadir et al, 2020). Siswa yang terus mengembangkan gaya belajar yang sesuai dengan dirinya akan merasa belajar merupakan hal yang mudah dan menyenangkan.…”

Section: Gambar 1 Gambaran Peserta Yang Mengisi Pretest Dan Posttestunclassified

Pencegahan Terjadinya Gangguan Mental Serius Pada Masa Pandemi Covid-19 Melalui Peningkatan Kemampuan Self Help Pada Remaja

Cahyanti

Ambarini²,

Kusumastuti³

et al. 2022

JAI

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Pandemi COVID-19 berdampak terhadap berbagai aspek kehidupan manusia termasuk masalah kesehatan mental. Remaja menjadi kelompok yang juga merasakan dampak dari kondisi pandemic COVID-19 ini seperti perubahan lingkungan belajar yang memicu rasa malas kegagalan dalam belajar, kecanduan game online, hingga permasalahan pada interaksi sosial. Karakteristik remaja yang tertutup membuat permasalahan yang dihadapi oleh remaja kerap tidak diketahui oleh guru maupun orangtua. Maka dibutuhkan kemampuan self-help guna mencegah gangguan mental pada remaja. Penelitian ini bertujuan untuk membekali remaja dengan pengetahuan mengenai kemampuan self-help. Kemampuan self-help merupakan kemampuan menolong diri sendiri dalam keadaan tidak meyenangkan yang diharapkan dapat mencegah gangguan mental pada remaja. Pengetahuan yang diberikan pada kegiatan ini adalah pengetahuan gaya belajar, asertivitas, dan manajemen diri. Kegiatan dilakukan kepada para siswa MAN 2 Pontianak dengan metode webinar dan diskusi melalui whatsapp grup. Terdapat total 15 data pre-test dan post-test pada kegiatan ini. Terdapat perbedaan rata-rata skor pada seluruh variabel yang diukur pada kegiatan ini yaitu pengetahui tentang gaya belajar, pengetahuan tentang asertivitas, pengetahuan tentang manajemen diri, tingkat asertivitas dan tingkat manajemen diri. Analisis uji beda paired sample t-test menunjukkan bahwa nilai p < 0,05. Hal ini menunjukkan terdapat perbedaan signifikan antara pengetahuan gaya belajar serta tingkat keterampilan manajemen diri antara sesi pre-test dan post-test. Selain itu nilai p > 0,05 menunjukkan bahwa tidak terdapat perbedaan signifikan antara pengetahuan asertivitas, tingkat asertivitas dan pengetahuan mengenai manajemen diri sebelum dan setelah kegiatan intervensi diberikan. Terjadi kenaikan skor pengetahuan para remaja mengenai cara melakukan self-help. Maka dapat disimpulkan bahwa tujuan dari kegiatan ini berhasil tercapai.

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“…In line with the opinion of Irawati (2021) learning style is a way for a person to feel easy, comfortable, and safe when learning, both in terms of time and in the senses. So students really need to be helped and directed to recognize learning styles that suit him so that learning objectives can be achieved effectively (Kadir, 2020). Related to the importance in designing learning, teachers must consider the variety of learning styles of their students (Azrai, 2018), because by utilizing the concept of diversity and accepting different learning styles, teachers become more effective in determining learning strategies and students can become more confident learners and more satisfied with their learning progress (Prashnig, 2004).…”

Section: Conditioning the Learning Environmentmentioning

confidence: 99%

Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku

Dariyani

Marlina²,

Sriyanti³

et al. 2022

JIPI

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Learning with a new paradigm is designed based on the principle of differentiated learning so that each student learns according to their needs and stage of development. This study aims to obtain an overview of the trends in the learning styles of students at public senior high school 1 Semendawai Suku III East Oku. These results are intended for initial assessment in preparing differentiated teaching modules that will be used in differentiated learning. This research is a qualitative descriptive study. The method used is a survey using a learning style questionnaire developed by chislett and chapman. The survey results were then analyzed and grouped by researchers according to the characteristics of students' learning styles, namely visual, auditory, and kinesthetic learning styles. The sample used is class x as much as one class, this class is a model to find out how learning styles can be found in other classes. Based on the results of the study, it was found that every student has a tendency to learn styles, be it visual, audio, or kinesthetic. From the analysis of the learning styles of students at public senior high school 1 semendawai Suku, east oku, the results showed that the tendency of students' learning styles was audio by 46%, visual learning styles by 39%, and kinesthetic learning styles by 15%. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles. These results indicate that in one class the tendency of students' learning styles varies. Differentiated learning needs to be developed by educators in order to facilitate the needs of students' diverse learning styles

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Pengaruh Gaya Belajar Siswa Terhadap Hasil Belajar Fisika Sma Pgri Maros

Cited by 7 publications

References 0 publications

The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

Pencegahan Terjadinya Gangguan Mental Serius Pada Masa Pandemi Covid-19 Melalui Peningkatan Kemampuan Self Help Pada Remaja

Learning Style Analysis for Differentiated New Paradigm Learning in Public Senior High School 1 Semendawai Suku III East Oku

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