scholarly journals Kecerdasan Budaya dan Gaya Belajar Mahasiswa yang Merantau di DKI Jakarta

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Arif Triman ◽  
Abdillah Abdillah
Keyword(s):  
Regression Analysis ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Rural Areas ◽  
Cultural Intelligence ◽  
Independent Learning ◽  
Infrastructure Development ◽  
Intelligence Scale ◽  
It Impacts

Indonesia is a developing country with an uneven educational infrastructure development. It impacts the number of students from rural areas to big cities to get a decent education. Many of those students are experiencing difficulties when entering a new culture, thus disrupting their adjustment, especially in learning styles. The purpose of this study is to investigate any possible correlation between cultural intelligence and Grasha learning style. Participants in this study were 121 students in DKI Jakarta. Cultural Intelligence Scale and Grasha-Riecment Learning Scale Style were used as instruments in this study. Using regression analysis, it was found that 2 of 6 learning style (Collaborative learning style and Independent learning style) were found to have significant role in Cultural Intelligents.

scholarly journals PENGARUH METODE PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

2012 ◽  
Vol 25 (XVI) ◽  
pp. 7-15
Author(s):  
Yustia Suntari
Keyword(s):  
Social Science ◽  
Learning Styles ◽  
Learning Style ◽  
Instructional Methods ◽  
Role Playing ◽  
Individual Learning ◽  
Higher Learning ◽  
Independent Learning ◽  
Learning Achievement

A number of variable affects the learning achievement but this research is interested in discovering the effect of instructional methods and independent learning towards the learning achievement in social science. The research aims at discovering the mentioned effect in Social Science at SDN Pluit 05 Pagi, Penjaringan Subdistrict, North Jakarta. The research discovered (a) the learning achivement with role playing method is higher compared to expository method, (b) students with high independent learning style has higher learning achievement compared to those having a lower one, (c) learning achievement of the students with high independent learning taught with role playing instruction is higher than those with low independent learning, and (d) learning achievement of the students with low independent learning taught with expository method is lower than those having high independent learning. Based on the findings, the research suggests the teachers to improve their skills in teaching social science and assist the students to learn based on their individual learning styles.

scholarly journals Pengaruh Fasilitas Belajar di Rumah dan Gaya Belajar Terhadap Prestasi Belajar Siswa Kelas X Pemasaran Pada Mata Pelajaran Komunikasi Bisnis SMK Negeri 2 Padang

Jurnal Ecogen ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 306
Author(s):  
Nessy Gresita Dwi H ◽  
Armida S
Keyword(s):  
Student Achievement ◽  
Regression Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Business Communication ◽  
Coefficient Of Determination ◽  
Home Study ◽  
Normality Test ◽  
Home Learning ◽  
Processing Program

The study was conducted to: (1) The Effect of Home Study Facilities on Student Achievement (In class X Marketing on Business Communication Subjects at SMK Negeri 2 Padang) (2) The Effect of Learning Styles on Student Achievement (In class x Marketing on Eyes) (2). Business Communication Lessons at SMK Negeri 2 Padang). (3) The Effect of Home Learning Facilities and Learning Styles on Student Achievement.  The study using a data processing program using SPSS version 23. The population these were students of class X Marketing at SMK Negeri 2 Padang which consisted of 106 students, the sample of this study used 84 students. The analysis included normality test, multicollinearity test and heteroscedasticity test. Hypothesis is multiple regression analysis, F test, coefficient of determination and t tes. The results is: (1) There is a positive and significant effect of Home Study Facilities on Student Achievement (In Class X Marketing in Business Communication Subjects at SMK Negeri 2 Padang). (2) There is a positive and significant effect of learning styles on student achievement. (3) There is a positive and significant effect of Home Study Facilities and Learning Styles on Student Achievement (In Class X Marketing Subjects at SMK Negeri 2 PadangKeywords : home study facilities, learning style, learning achievement

A STUDY OF LEARNING STYLES OF B.ED. TRAINEES OF INDIRA GANDHI NATIONAL OPEN UNIVERSITY (IGNOU)

2016 ◽  
pp. 33-45
Author(s):  
P.K Sahoo ◽  
Subhash Chandra
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Competitive Learning ◽  
Independent Learning ◽  
Survey Method ◽  
Open University ◽  
Response Patterns ◽  
Chi Square ◽  
Descriptive Survey ◽  
National Open University

The present study attempts to study the learning styles of Open-Distance mode (ODL) B.Ed. students of the Indira Gandhi National Open University (IGNOU) and the relationship between different learning styles and response patterns of B.Ed. students of IGNOU. Descriptive survey method was used in this study. Grasha-Reichmann Learning Style Scale (1996) was used to determine the Learning Style of learners. Sample includes 150 final year B.Ed. trainees of IGNOU enrolled in UP. Chi Square testwas used for testing the hypothesis of the study. The results of the study report that a large majority of students of ODL mode were found to be adopting Collaborative, Participant, Dependent, and Competitive learning styles. The response patterns of B.Ed. trainees and learning styles were found associated with each other. Students having Independent learning style were found to be significantly larger in numbers than those having dependent style while the numbers of students with Participant learning style were found to be significantly larger than those having avoidant style among distance mode B.Ed. trainees. The number of students having a Collaborative style were found to be approximately same as students with Competitive learning style.

scholarly journals BSN graduates’ preferred learning styles: implications for student-centered learning

2017 ◽  
Vol 7 (10) ◽  
pp. 56
Author(s):  
Judith C. Bruce ◽  
Evelyn B. Chilemba
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Independent Learning ◽  
Nursing Graduates ◽  
Paradigm Shifts ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Strategies ◽  
Educational Paradigm ◽  
Teacher Centered

Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred learning styles are Competitive learning style (x̄ = 3.98; SD = 0.52) and Avoidant learning style (x̄ = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x̄ = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results.Conclusions: Graduates’ preference for the Competitive and Avoidant learning styles reflects an alignment with a teacher-centered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students’ preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.

scholarly journals Learning styles preferences and diagnostics at higher education level: A comparative perspective among three faculties

2019 ◽  
Vol 4 (2) ◽  
pp. 313-320
Author(s):  
Hukamdad Malik ◽  
Hajra Shaheen ◽  
Wajeeha Aurangzeb
Keyword(s):  
Social Sciences ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Situational Factors ◽  
Independent Learning ◽  
Significant Difference ◽  
Dependent Learning ◽  
Teaching Learning ◽  
Post Hoc

This study aimed at exploring and comparing learning styles preferences among students of Management sciences, Social sciences and Languages. Homogenous purposive sampling technique was used to select sample of study comprising of 300 graduating students of the three faculties. Grasha-Reichmann Scale consisting of 60 five point likert scale statements was used to explore learning styles preferences of students on six variables namely; avoidant, collaborative, competitive, dependent, independent, and participant. Results based on One-way ANOVA and Post-hoc Tukey’s test revealed that a statistically significant difference occurred among the learning styles preferences of students enrolled in three faculties. Management sciences students preferred competitive and independent learning style, social sciences students were mostly avoidant and dependent learners whereas languages students have adopted collaborative as well as dependent learning styles. It is recommended that teachers may require to bring variation in teaching learning process to cater to the needs of diverse learners. It is advisable for teachers to plan such learning activities which make them independent and self-directed learners. It is also recommended that situational factors such as nature of course requirements and motivation to attend the classroom could also have an impact on the preferred learning styles.

scholarly journals Learning styles and perceptions of student teachers of computer-supported collaborative learning strategy using wikis

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Kai Ming LI
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Student Teacher ◽  
Learning Strategy ◽  
Education Programme ◽  
Computer Supported Collaborative Learning ◽  
Learning Tool ◽  
Learning Styles Inventory

<p class="Abstract">This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that might be favourable to accepting the proposed pedagogy. A total of 56 student teachers participated in this study. They completed a number of collaborative tasks using a wiki during the learning process, and were then invited to complete a questionnaire designed to solicit their perception on the usefulness of wikis and their attitudes towards using a wiki, and 39 of them also returned a learning styles inventory which was used to identify the learning styles profile of the student-teacher samples. The findings reveal favourable perceptions of the use of a wiki as a collaborative learning tool in the course. Qualitative data collected from open-ended questions also reflects similar favourable results. Active learners were also found to be significantly different from reflective learners in accepting the wiki as a learning tool.</p>

scholarly journals EPISTEMIC BELIEFS ON FIELD-DEPENDENT AND FIELD-INDEPENDENT LEARNING STYLE

2020 ◽  
Vol 39 (3) ◽  
pp. 532-544
Author(s):  
M Nur Ghufron ◽  
Rini Risnawita Suminta
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemic Beliefs ◽  
Islamic Education ◽  
Independent Learning ◽  
Equation Modeling ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning

Research in contemporary education over the past few decades has led to considering the influence of non-cognitive factors such as learning styles in various learning behaviors. This study aims to examine the influence of the epistemic beliefs that consist of belief in knowledge and belief in learning on field-dependent and field-independent learning styles. The sample consisted of 129 students at the Early Childhood Islamic Education Study Program, Department of Islamic Education, Kudus State Islamic Institute through the simple random sampling technique. The data collection technique was through the use of questionnaires. There are three scales employed in this study, namely epistemological trust scale, dependent learning style and independent learning style. Data were analyzed by using Structural Equation Modeling. The results show that the belief in learning has a significant and positive effect on the field-dependent and field-independent learning style. Meanwhile, the belief in learning has only a significant and negative effect on the field-independent learning style and has no significant effect on field-dependent learning style. The results provide some insightful considerations regarding the utilization of epistemic beliefs for improving learners’ interaction with the surrounding context to obtain an optimal academic performance.

scholarly journals Kaitan antara Gaya Belajar, Kemandirian Belajar, dan Kemampuan Pemecahan Masalah Siswa SMP dalam Pelajaran Matematika

2018 ◽  
Vol 5 (2) ◽  
pp. 75-84 ◽  
Author(s):  
Rostina Sundayana
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Independent Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills

ABSTRAKPada umumnya kemandirian belajar dan kemampuan pemecahan masalah matematika siswa SMP masih rendah. Guru sebagai pelaksana kegiatan belajar mengajar, menjadi faktor utama yang menjadi penyebab masalah tersebut terjadi. Salah satu upaya yang dapat dilakukan guru adalah menciptakan suasana belajar yang cocok dengan jenis gaya belajar siswa (auditorial, visual, ataupun kinestetik), sehingga diharapkan tujuan pembelajaran dapat dicapai secara efektif. Penelitian ini dilakukan di SMP Negeri 2 Tarogong Kidul kelas IX pada tahun ajaran 2015-2016 semester ganjil. Metode penelitian yang digunakan berupa penelitian eksplanatif komparatif-asosatif. Dari hasil penelitian terungkap bahwa: 1) Tidak terdapat perbedaan kemampuan pemecahan masalah matematik, antar siswa ditinjau dari jenis gaya belajarnya. 2) Tidak terdapat perbedaan tingkat kemandirian belajar matematika antar siswa ditinjau dari gaya belajarnya. 3) Kemandirian belajar siswa mempengaruhi tingkat kemampuan pemecahan masalah matematis siswa. Dari hasil penelitian tersebut menunjukkan bahwa setiap siswa, baik yang mempunyai gaya belajar auditorial, visual, ataupun kinestetik mempunyai tingkat kemandirian belajar dan kemampuan pemecahan masalah matematik yang sama. Selain itu, diketahui pula bahwa semakin tinggi tingkat kemandirian belajar siswa, maka semakin tinggi pula kemampuan pemecahan masalah matematis siswa.ABSTRACTIn general, independent learning and problem solving ability mathematics junior high school students is still low. Teachers practice teaching and learning activities, the main factor that causes the problem from happening. One of the efforts that teachers can do is to create a learning environment that matches the kind of student learning styles (auditory, visual, or kinesthetic), so hopefully learning objectives can be achieved effectively. This research was conducted in Tarogong South Junior High School 2 class IX in odd semester of school year 2015-2016. The method used in the form of comparative research explanation-associative. From the results of the study revealed that: 1) There is no difference in mathematical problem solving skills, among students in terms of the type of learning style. 2) There is no difference in the level of independence of learning mathematics among students in terms of learning styles. 3) Independence of student learning affects the level of students' mathematical problem solving ability. From the results of these studies indicate that each student, both of which have auditory learning style, visual, or kinesthetic have this level of independent learning and problem solving skills the same mathematical. In addition, it is also known that the higher the level of independence of student learning, the higher the students' mathematical problem solving ability.

scholarly journals PENGARUH GAYA BELAJAR DAN STRATEGI PEMBELAJARAN TERHADAP HASIL BELAJAR AL-QUR’AN MAHASISWA UIN MAULANA MALIK IBRAHIM MALANG

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
I’anatut Thoifah
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Independent Learning ◽  
Control Groups ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning ◽  
And Control

<p><em>This study aims to investigate the interaction of learning style and learning strategies towards the result of learning Al Qur’an among freshmen of Ma’had al-Jami’ah UIN Maulana Malik Ibrahim Malang. A quantitative method with 2x2 factorial design was used in this study. The samples of this study were 40 students of UIN Maulana Malik Ibrahim Malang who were selected by using random purposive technique sampling. They were classified into two groups; experimental and control groups. In the process of analysis, the students’ score of learning Quran in terms of tajwid were correlated with the grouped students based on their learning style and learning strategies. The result of this study showed that there was a different result of learning Quran between the students with field independent learning style and field dependent learning style. Besides, there was also a different result of learning Quran between the students with musical and conventional learning strategy. However, there was no interaction between learning style and learning strategies towards the students’ result of learning Qur’an.</em></p><p><strong><em>Keywords:</em></strong><em> learning styles, learning strategies, and the results of the Study</em></p>

scholarly journals THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION

2017 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Muhammad Ali ◽  
Emzir Emzir ◽  
Zainal Rafli
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Writing Skills ◽  
Learning Model ◽  
Independent Learning ◽  
Narrative Writing ◽  
Learning Models ◽  
Field Independent ◽  
Dependent Learning ◽  
Better Than

The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of α = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Between learning models, learning styles, and narrative writing skills, (4) The results of the writing skills of students who have Field Independent learning styles and learning styles with PBL learning models are better than their narrative writing skills that have Field Independent learning styles and learning with learning models TBL, (5) The result of students writing skill with Field Dependent learning style and learning with PBL learning model is not better than their learning style having Field Dependent learning style and learning TBL learning model. Based on the results of the study it can be concluded that the PBL learning model is more effective than the learning model of TBL in learning narrative writing skills. Learning styles can also influence narrative writing skills because of the interaction between learning models, learning styles and narrative writing skills.

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