scholarly journals KECENDERUNGAN GAYA BELAJAR MAHASISWA PENDIDIKAN TEKNIK BANGUNAN

2015 ◽  
Vol 27 (II) ◽  
pp. 136
Author(s):  
Suhardjono Suhardjono
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Research Result ◽  
The Other ◽  
David Kolb ◽  
Other Hand ◽  
Sample Presentation ◽  
Student Learning Style

Abstract: this research aims to know the various learning style that was adopted by student of Building techniques Education, and to know the tendency learning style student of Building techniques Education. The sample chose as random with using technical Election stratified with sample presentation which taken every strata is Sam. The research result about the tendency student learning style accodring to David kolb show the average scores High to lob is Diverger type (62,5%); accomodator type (25,96%);  Converger type (6,73%); and Assimilator type (4,81%). On the other hand, student learning style according De Porter & Hernacki show average scores from High to lob is Kinestetic (45,19%); Visual (43,27%); and auditorial (11,54%)   Abstrak: Penelitian bertujuan untuk mengetahui berbagai gaya belajar yang dianut oleh maha-siswa Pendidikan Teknik Bangunan, serta mengetahui kecenderungan gaya belajar mahasiswa Pendidikan Teknik Bangunan. Sampel dipilih secara random dengan menggunakan teknik pemilihan berstrata dengan prosentase sampel yang diambil pada tiap strata adalah sama. Hasil penelitian tentang kecenderungan gaya belajar mahasiswa menurut David Kolb menunjukkan ha-sil rata-rata dari besar ke kecil adalah tipe Diverger (62,5%); tipe Accomodator (25,96%); tipe Con-verger (6,73%); dan tipe Assimilator (4,81%). Sementara gaya belajar mahasiswa menurut De Porter & Hernacki menunjukkan hasil rata-rata dari besar ke kecil adalah Kinestetik (45,19%); Visual (43,27%); dan Auditorial (11,54%).

scholarly journals Efektivitas Penggunaan Metode Oral Drill Untuk Latihan Kemampuan Berbicara Bahasa Jepang Di Kelas Dasar

2007 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Nur Saadah Fitri Asih
Keyword(s):  
Research Result ◽  
Research Data ◽  
The Other ◽  
Average Score ◽  
Experiment Research ◽  
Final Test ◽  
Elementary Class ◽  
Other Hand

Article content a research result about effectiveness of oral drill method to practice speaking ability of Japanese in elementary class.  This is an experiment research to Japanese course’s student in elementary class in BLCI (British Language Course of Indonesia) Bandung at 2006 year.  Experiment research is according to the condition of learning Japanese to the experiment class with oral drill method, in the other hand to the experiment class in using another method which is eklektik method that combine translating method and grammar method. Research data was got from result of the final test from the experiment class an control class.  From the process result and analize data can be know that the average score of the student’s speaking ability in experiment class is bigger than the average score of the student’s speaking ability in control class.  

scholarly journals Web Based Delivery Of Laboratory Experiments And Its Effectiveness Based On Student Learning Style

2020 ◽  
Author(s):  
Javad Hashemi ◽  
Sachin Kholamkar ◽  
Naveen Chandrashekar ◽  
Edward Anderson
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Laboratory Experiments ◽  
Web Based ◽  
Student Learning Style

Impact of Information Communication Technology Strategies on Learning Effectiveness

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Communication Technology ◽  
International Student ◽  
Information Communication Technology ◽  
Growth Strategy ◽  
Sub Saharan Africa ◽  
Information Communication ◽  
Sub Saharan ◽  
Student Learning Style

Transnational higher education is a multinational growth strategy requiring a foreign direct investment to establish a university or a campus in a new country and, if possible, to use articulation agreements with credible partners to increase domestic enrolment. Due to the potential international student learning style differences, we hypothesized there may be difficulties teaching Information Communication Technology (ICT) courses in transnational strategies due to the student origin or domestic campus location. The purpose of this study was to examine if student learning was effective within ICT graduate courses at an accredited sub-Saharan Africa-based university implementing the transnational education strategy. We found student learning was effective, but paradoxically, some factors indicated unusual results. Learning impact was higher when students disregarded the learning objectives, which we were able to explain theoretically. Conversely, learning impact was higher for many students who avoided tutoring, which we also rationalized.

A Student Modeling Based on Bayesian Network Framework for Characterizing Student Learning Style

2014 ◽  
Vol 20 (10) ◽  
pp. 1936-1940 ◽  
Author(s):  
Adhistya Erna Permanasari ◽  
Indriana Hidayah ◽  
Sapta Nugraha
Keyword(s):  
Bayesian Network ◽  
Student Learning ◽  
Learning Style ◽  
Student Modeling ◽  
Student Learning Style

An Explanation of the Distinction Between Developmental Factors and Mechanisms

2016 ◽  
Vol 16 (1) ◽  
pp. 93-104
Author(s):  
Elida V. Laski
Keyword(s):  
Student Learning ◽  
Developmental Psychology ◽  
The Other ◽  
Developmental Factors ◽  
Other Hand ◽  
Produce Change ◽  
Precise Understanding ◽  
Research Findings ◽  
Practical Implications

This paper provides five clear, relatable examples that can help students understand the distinction between the term “factors” and “mechanisms” in Developmental Psychology. The examples emphasize the idea that factors are related to changes in ways that moderate development, but are not causal. On the other hand, the term mechanism refers to processes that produce change. These examples can be embedded in lectures individually or shared as a whole to support student learning. A precise understanding of the distinction between factors and mechanisms can help students better understand development, parse research findings, and consider policy and practical implications.

Does student learning style affect performance on different formats of biomechanics examinations?

2012 ◽  
Vol 11 (1) ◽  
pp. 108-119 ◽  
Author(s):  
ChengTu Hsieh ◽  
Melissa Mache ◽  
Duane Knudson
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Student Learning Style

scholarly journals THE STYLE USED BY STUDENTS IN LEARNING VOCABULARY

2018 ◽  
Vol 4 (2) ◽  
pp. 62
Author(s):  
Fithria Ulfani Yuliatin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Qualitative Data ◽  
Visual Learning ◽  
The Other ◽  
Applied Learning ◽  
Descriptive Data ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Mastery Criteria

The purpose of this study is to describe the application of Learning Styles in the vocabulary used by students of SMAN 1 Sakra Timur. To know the percentage of student learning style in vocabulary. Students of grade 2 IPA 1 are less in applied learning styles, students are more sitting and silent, whether they understand what is described or not. In keeping the results of research, conducted data collection using qualitative descriptive. Data obtained from the results of vocabulary and questionnaire tests. On the other hand, the qualitative data comes from student observations as well. Then the data can be seen that students have problems with the vocabulary, from 37 students who are able to achieve it consists of 15 students (40%) able to achieve the Minimum Mastery Criteria with qualifications consisting of 5 students (14%) to Prima, 9 students (24% to Very good, and 10 students (27%) became good, while there were 13 students (35%) who were unable to achieve minimum mastery with poor or failing qualifications. For percentage of learning style preferred by students to learn to use visual learning style, (89%) SS, 3 (8%) S, 1 (2%) TT and nobody chose disagree and strongly disagree. In addition, from the observation, Students are less active to respond to lessons taught due to lack of force learning applied by the teacher.

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