Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

Abstract

Abstract. Individual-based independent curriculum as one of target of national education of Indonesia in XXI century can be achieved with the implementation of Sorogan-Bandongan model. This kind of learning model highly facilitates students in understanding various concepts with their own, respective learning styles. This research aims to perceive the effectiveness of Sorogan-Bandongan in increasing the mastery of concept in various learning styles. The samples of this research are students majoring in chemistry amounted to 31 students. Using pre-test and post-test instrument, data are analyzed in descriptive-qualitative method. Based on the result of the data analysis, it is found that 16% of students have mathematical/logical learning style, 22.6% naturalist, 9.7% visual/spatial, 13% kinesthetic, 6% linguistic, 13% intrapersonal, 9.7% interpersonal, and 10% musical. After the implementation of Sorogan-Bandongan model in the Organic Chemistry lectures, improvement of classical learning outcomes as 11,07 is obtained. Six out of eight learning styles of students experienced increase in mastery of concept, where 7 students have the naturalist learning style, 4 students experienced decrease in mastery of concept while 1 student is stagnant (0); meanwhile, 2 out of 4 students that have the interpersonal learning style experienced decrease in mastery of concept.

The influence of sorogan method in learning history to increase historical understanding and historical awareness

“…Research from Wakit [47] suggests that the sorogan method is very effective and efficient when applied to learning in the world of formal education or outside the Islamic boarding school because with this sorogan method students can develop their respective abilities guided by the teacher. Rinangsih, et al [48] also argue that this sorogan method has a good effect because this method can provide understanding and skills to students. After all, learning is student-centered so students must be responsible for the material provided by the teacher [49].…”