Ragam Gaya Belajar Siswa SMA Menurut David Kolb dalam Pembelajaran Biologi

Azrai, Eka Putri; Ernawati, Ernawati; Sulistianingrum, Gita

doi:10.36722/sh.v4i4.302

Cited by 5 publications

(5 citation statements)

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“…If a teacher can identify a student's cognitive level, they can plan suitable teaching and learning processes based on that student's intelligence level. In general, students in the class have various abilities ranging from low to high, so a teacher needs to diversify teaching styles so that students can learn at their own pace (Eka et al, 2018). The goal of differentiated teaching is to capture students' interest, understand their mastery levels, provide opportunities for students to engage in learning activities in class, and improve student learning outcomes.…”

Section: Mastery Of 21st Century Pedagogymentioning

confidence: 99%

21st-Century Geography Teaching and Learning: Issues and Challenges

Mohamad Amin,

bin Jamaludin

2024

IJARPED

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In this era of globalization, education plays an important role in lives across all societal strata. Education helps to expand skills, knowledge, and values needed to achieve success in life. The Malaysian Ministry of Education curated a transformation via the Malaysian Education Blueprint 2013-2025 (PPPM) by enhancing various fields within education. The increase in the quality of teaching and learning is an initiative of the Malaysian Ministry of Education to anchor education's pivotal role in national development and enhancement of Malaysia's position in the global arena. This study discusses issues, challenges, and recommendations related to 21st-century education, particularly in the context of geography teaching and learning. The discussion in this study revolves around teachers' skills in 21st-century teaching and learning, and it explores past studies related to issues and challenges in 21st-century education. Not only that, but the researchers also propose several measures to further enhance the field of 21st-century education to help improve the quality of human resources, foster innovation, and enhance competitiveness in the global economy. Therefore, society needs to prioritize education and ensure equal access to quality education for every individual. This can contribute to the development of a more advanced, inclusive, and highly competitive society.

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Section: Mastery Of 21st Century Pedagogymentioning

confidence: 99%

21st-Century Geography Teaching and Learning: Issues and Challenges

Mohamad Amin,

bin Jamaludin

2024

IJARPED

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“…Berdasarkan perhitungan gaya belajar tidak berpengaruh secara signifikan pada keterampilan proses sains mahasiswa PGSD. Gaya belajar tidak secara signifikan mempengaruhi keterampilan proses sains (Azrai et al, 2018;Srikongchan et al, 2021). Beberapa faktor yang mempengaruhi hasil penelitian.…”

Section: Gambar 2 Perbandingan Gaya Belajar Dilihat Dari Jenis Kelaminunclassified

Analisis Gaya Belajar terhadap Keterampilan Proses Sains Berbasis HOTS dalam Pembelajaran IPA SD

Wijayanti,

Suryandari,

Indrapangastuti

2023

Kalam Cendekia: J. Ilm. Kep.

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<p>Gaya belajar merupakan suatu metode peserta didik menerima informasi dalam proses pembelajaran. Penelitian ini bertujuan untuk menganalisis perbandingan antara macam-macam gaya belajar berdasarkan ciri-cirinya terhadap keterampilan proses sains berbasis HOTS. Penelitian ini merupakan penelitian mix method kuantitatif dan kualitatif. Design penelitian yang diterapkan adalah pre-experimental dengan Populasi sampel mahasiswa PGSD UNS semester V. Hasil penelitian menunjukkan adanya perbedaan keterampilan proses sains peserta didik terhadap gaya belajar visual, auditorial dan kinestetik dengan nilai signifikansi pretest keterampilan proses sains sebesar 32%dan nilai signifikansi posttest keterampilan proses sains sebesar 24%. Kesimpulan terdapat perbedaan gaya belajar terhadap keterampilan proses sains berbasis HOTS. Gaya belajar visual lebih menonjol dibandingkan dengan gaya belajar kinestetik dan audio. Berdasarkan Uji Kruskal Willis diperoleh nilai chi-square sebesar 6,34 dan nilai p-value 0,48. Data yang diperoleh menunjukkan p-value lebih besar dari nilai kritis pada penelitian yang besarnya 0,05. Dengan demikian tidak ada pengaruh yang berbeda secara signifikan antara gaya belajar dan hasil belajar mahasiswa PGSD.</p><div id="pip-toast"> </div>

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“…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). Based on studies that have been conducted by Hanifah & Mulyaningrum (2021) and Alhafiz (2022) that learning styles consist of visual learning styles, auditory learning styles and kinesthetic learning styles.…”

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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Ragam Gaya Belajar Siswa SMA Menurut David Kolb dalam Pembelajaran Biologi

Cited by 5 publications

References 1 publication

21st-Century Geography Teaching and Learning: Issues and Challenges

21st-Century Geography Teaching and Learning: Issues and Challenges

Analisis Gaya Belajar terhadap Keterampilan Proses Sains Berbasis HOTS dalam Pembelajaran IPA SD

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

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