PENGARUH GAYA MENGAJAR TEKNOLOGIS GURU PENDIDIKAN AGAMA KRISTEN TERHADAP GAYA BELAJAR VISUAL SISWA KELAS VIII SMP N 1 PAHAE JULU K KABUPATEN TAPANULI UTARA TAHUN PEMBELAJARAN 2018/2019”

2019 ◽  
Vol 17 (1) ◽  
pp. 6-10
Author(s):  
Martha Simorangkir
Keyword(s):  
Learning Styles ◽  
Christian Education ◽  
Significant Influence ◽  
Teaching Style ◽  
Visual Learning ◽  
Regression Equation ◽  
Education Students ◽  
Class Viii

vAbstract, The research aims to know of percentage the teknological teaching style of teachers christianeducation towards students visual learning styles in class VIII SMP Negeri 1 Pahae Julu Tapanuli Utararegency in 2018/2019 academic years. The hypothesis of this research was: there is a positive and significantinfluence teknological teaching style of teachers christian education towards students visual learning styles inclass VIII SMP Negeri 1 Pahae Julu Tapanuli Utara in 2018/2019 academic years.Research instrument in the form of a closed questionnaire prepared by the research. analyzing datawas indicated that the teknological teaching style of teachers christian education towards students visuallearning styles in class VIII SMP Negeri 1 Pahae Julu Tapanuli Utara by 16,40 % with the calculation bycomparing tcount ttable namely 2,426 2,042. Tes the regression equation between X and Y with.Hypothesis test indicated that the Fcount Ftable namely 5,870 1,62 then H0 rejected and Haaccepted. the conclusion drawn from this study was there is a positive and significant influence teknologicalteaching style of teachers christian education towards students visual learning styles in class VIII SMP Negeri 1Pahae Julu Tapanuli Utara regency in 2018/2019 academic years.Keywords : teknological teaching style of teachers christian education, students visual learning styles.

scholarly journals Students’ Achievement Levels, Gender, and Learning Styles on Abstract Algebra: A Profile of Evidence Developing Ability

2020 ◽  
Vol 4 (1) ◽  
pp. 7-16
Author(s):  
Leo Adhar Effendi ◽  
Sindi Amelia
Keyword(s):  
Academic Achievement ◽  
Mathematics Education ◽  
Learning Styles ◽  
Visual Learning ◽  
Abstract Algebra ◽  
Education Students ◽  
Education Department ◽  
Algebra Students ◽  
Achievement Data ◽  
And Gender

Mathematics education students’ ability on developing evidence needs to be reviewed by lecturers. 50% of the subjects in the mathematics education departement require students' accuracy in analyzing mathematical statements. This is increasingly important because the Indonesian National Qualifications Framework (KKNI) for the Bachelor level requires graduates to become technicians / analysts. The diversity of levels of students’ ability, gender, and learning styles are assumsed to be the discrepancy abilities to develop evidence. This study aims to describe the evidence developing ability based on the levels of achievement, gender, and student learning styles. The subjects of this study were abstact algebra students in the mathematics education department. Type of this research was descriptive qualitative with data collection techniques using test and non-test techniques. Students were given five questions about abstact algebra that demanded the evidence developing ability. The achivement levels and gender were obtained from students’ academic achievement data. The learning styles were attained from questionnaires. The results of the study is higher the students’ academic achievement, better the evidence developing ability on Abstract Algebra. The gender does not affect the evidence developing ability on Abstact Algebra. Students with visual learning styles have the ability to develop evidence better than students with other learning styles.

scholarly journals PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 19-23
Author(s):  
Niar Yuniarti
Keyword(s):  
Learning Styles ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Style ◽  
Visual Learning ◽  
Secondary Data ◽  
Research Subject ◽  
Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

scholarly journals The Effect of Value Clarification Technique Learning Models and Learning Styles on the Achievement Learning Outcomes of Class VIII MTs Al-Hasanah Tanjung Leidong, Labura District

2020 ◽  
Vol 3 (3) ◽  
pp. 1371-1377
Author(s):  
Siti Halimah ◽  
Zulfahmi Lubis ◽  
Saidatun Nisa Nasution
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Average Value ◽  
Class Viii

The purpose of this study was to determine: (1) the influence of the value clarification technique (VCT) learning model on student learning result. (2) Knowing the influence of learning styles on student learning result. (3) Knowing the interaction between learning models and learning styles on student learning result.   The population of this study were students of class VIII MTs Al-Hasanah Tanjung Leidong Labuhan Batu Utara consisting of three classes. The sample chosen for the class with the VCT learning model was class VIII-3 with 30 students, while students who were taught using the expository model were 32 students. The cluster random sampling technique is influenced by analysis of variance at a significant level (α = 0.05) followed by Scheffe. The results of this study are: (1) the average value of students taught with the VCT learning model (= 33.6) is higher than students taught with the expository learning model (= 24.68) with Fcount 0.0023 < Ftable 3,988. (2) The average value of learning outcomes Akidah Akhlak with visual learning styles (= 27.5), auditory (= 29.56) and kinesthetic (= 28.26) with Fcount = 0.068 < Ftable = 3,988. (3) There is an interaction between learning models and learning styles on students' learning outcomes Akidah Akhlak with Fcount 28.96 < Ftable 3,988. Based on the data analysis, it can be concluded that students with visual and auditory characteristics, the appropriate learning model is the VCT, while students with the kinesthetic learning style are expository. The implication is that teachers must be trained in how to understand student learning styles. Thus it is suggested that in planning the learning process the characteristics of students must be considered.

scholarly journals Relationship Between Learning Style With Student Learning Outcomes on Structure and Function of Plants

2021 ◽  
Vol 5 (2) ◽  
pp. 94-105
Author(s):  
Elma Nur Hidayati ◽  
Ara Hidayat ◽  
Ukit Ukit
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Structure And Function ◽  
Correlation Test ◽  
Class Viii ◽  
And Function

Learning styles can make students learn easily, fun, meaningfully that will improve their learning outcomes. This study aimed to determine the correlation between learning styles and student’s learning outcomes in online learning about structure and function of plant. The correlation test method was used and samples were chosen using simple random sampling, consisting of 68 students in class VIII SMPN 2 Pangkalpinang. The data were collected using interview, questionnaire, documentation methods, and analyzed by Pearson product moment correlation test. The results showed that about 72% students in class VIII SMPN 2 Pangkalpinang tended to have a visual learning style and 75% with completed learning-outcomes. The correlation test indicated that there was no significant relationship between learning styles and their learning outcomes, by evidence and determination value of 0.111 more than 0.05 and 3.8% simultaneously. There is no correlation between learning styles and learning outcomes, presumably because learning styles only contribute 3.8% in which other 96.2% were determined by other factors such as teacher motivation and teaching strategies. However, although there is no correlation, learning styles still contribute to student’s learning success. Therefore, it is necessary to conduct further research related to other factors that may affect student learning outcomes.

The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes

2019 ◽  
Vol 5 (3) ◽  
pp. 212
Author(s):  
Endang Triastuti ◽  
Putu Sudira
Keyword(s):  
Regression Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Achievement Motivation ◽  
Significant Influence ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Analysis Techniques ◽  
Correlational Model

This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.

scholarly journals Teaching Styles, Learning Styles and the ESP Classroom

2018 ◽  
Vol 150 ◽  
pp. 05082
Author(s):  
Lee Mei Ph’ng
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Technical Communication ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Teaching Approach ◽  
Field Of Study

Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

scholarly journals Visual learning style-based chemistry mental model representation through transformative online learning

2021 ◽  
Vol 2104 (1) ◽  
pp. 012023
Author(s):  
A Winarti ◽  
A Almubarak ◽  
P Saadi
Keyword(s):  
Learning Styles ◽  
Mental Models ◽  
Learning Style ◽  
Chemistry Education ◽  
Visual Learning ◽  
Education Students ◽  
Qualitative And Quantitative ◽  
Chemistry Learning ◽  
Kinaesthetic Learning ◽  
Learning Concept

Abstract Analysis of learning styles is one of the main things teachers need to do before carrying out teaching. The study of learning styles can provide an overview of how a teacher designs a learning concept by students’ learning styles. The learning process will show students’ mental models with their respective learning styles so that these mental models become the primary material for how teachers develop students’ cognitive. This research aimed to describe students’ mental models in terms of students’ visual learning styles. The method used is descriptive with qualitative and quantitative approaches with transformative-based learning concepts. The research results show that chemistry education students for chemistry learning innovation courses only have visual learning styles of 71.43% and audio by 28.55% and do not have kinaesthetic learning styles. This research focuses on visual learning styles to see students’ mental models. The conclusion is that students still need cognitive strengthening, especially the ability to interpret phenomena at the sub microscopic level. With the visual learning style, students are expected to transform their cognitive so that they have mental structures and models relevant in theory and terminology.

scholarly journals PROFIL KEMAMPUAN PENALARAN INDUKTIF MATEMATIKA MAHASISWA PENDIDIKAN MATEMATIKA UNIPA DITINJAU DARI GAYA BELAJAR

2018 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Agus Haryono ◽  
Benidiktus Tanujaya
Keyword(s):  
Mathematics Education ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematical Reasoning ◽  
Visual Learning ◽  
Inductive Reasoning ◽  
Education Students ◽  
Reasoning Abilities ◽  
Kinesthetic Learning ◽  
Mathematical Problems

<p>The purpose of this research was to study the profile of students' mathematical inductive reasoning abilities regarding visual, auditory and kinesthetic learning styles in solving mathematical problems. The research method used is qualitative with a descriptive approach. The results of the study showed that UNIPA mathematics education students tended to study with Visual Learning Styles. Students with this learning style tend to have inductive mathematical reasoning abilities that are better than inductive mathematical reasoning abilities of students learning with auditorial learning styles and those who learn with the kinesthetic learning style. Also, Mathematics Education students of the University of Papua do not have the ability to examine the validity of an argument and find patterns or characteristics of mathematical symptoms to generalize.</p>

scholarly journals ANALISIS GAYA BELAJAR VISUAL DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH SISTEM PERSAMAAN LINEAR DUA VARIABEL

2021 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Aribah Errina ◽  
Mohamad Rif'at ◽  
Silvia Sayu
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Linear Equations ◽  
System Of Linear Equations ◽  
Research Subjects ◽  
Variable System ◽  
Class Viii

This review means to depict the investigation of visual learning styles as far as critical thinking capacity of understudies' two-variable direct condition framework at MTS Negeri 3 Mempawah. The examination strategy utilized is enlightening subjective as contextual analyses. The subjects in this study were class VIII students at MTS Negeri 3 Mempawah. The number of students who were used as research subjects were 38 students who had studied the material for a two-variable system of linear equations. In this study, six students were selected consisting of two students who had SPLDV Problem Solving Ability in terms of high, medium, low learning styles. The object of this exploration is Visual Learning Style as far as Critical thinking Capacity. In light of the aftereffects of information examination, meetings and conversation, it can be concluded that Analysis of Visual Learning Styles Judging from the SPLDV Problem-Solving Ability of MT.S Negeri 3 Mempawah Students" shows that students' problem-solving abilities are relatively balanced with learning styles. As a rule, understudies who have high numerical critical thinking capacities have great visual learning styles, understudies with moderate critical thinking capacities have great visual learning styles, understudies with low numerical critical thinking capacities have great visual learning styles.

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

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