scholarly journals Comparative Study of Learning Style, Resiliency and Problem Solving Skills in Iranian Chess Players

2018 ◽  
Vol 08 (01) ◽  
pp. 58-65
Author(s):  
Abbas Sadeghi ◽  
Seyed Hamed Mousavian
Keyword(s):  
Problem Solving ◽  
Comparative Study ◽  
Learning Style ◽  
Problem Solving Skills ◽  
Chess Players

scholarly journals Profil Kemampuan Pemecahan Masalah Matematika Siswa SMP pada Materi Peluang Ditinjau dari Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
pp. 50
Author(s):  
Niswatul Mufarihah ◽  
Rita Yuliastuti ◽  
Edy Nurfalah
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills

Research on profiles of mathematical problem solving ability in junior high school students on the opportunities material in terms of learning styles aimed to obtain a description of the mathematical problem solving skills based learning styles of students, that learning styles were visual, auditory, and kinesthetic. This type of research was a qualitative descriptive. The subject of research were nine students, each type of learning style consisted of 3 students. The results showed that mathematical problem solving ability of students with the type of visual learning style was superior than the students with the type of auditory and kinesthetic.

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 DESCRIPTION OF STUDENTS’ MATHEMATICS PROBLEM SOLVING RELATION IN CONCEPTS UNDERSTANDNG FROM EVALUATED LEARNING STYLES AT CLASS VIII SMPN 4 BINAMU JENEPONTO DISTRICT

2019 ◽  
Vol 1 (1) ◽  
pp. 12-18
Author(s):  
Syaharuddin S
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Class Viii

The research is descriptive quantitative-qualitative approach. Quantitative approach used in analyzing how the relationship between problem-solving skills with students' understanding of the concept. While the qualitative approach used in describing how the problem-solving skills class VIII SMP Negeri 4 Binamu Jeneponto in relation to understanding the concept in terms of learning styles. This study, data were collected through the initial observation, the provision of learning styles questionnaire, test understanding of concepts, and problem-solving ability tests and structured interviews. Data were analyzed using Chi Square analyze the association between mathematical problem solving skills with an understanding of the concept in terms of students' learning styles. The results showed that there is an association between the ability of solving math problems with understanding the concept of student stylish visual learning the value of χ2 count = 21,000 and significance (Asymp. Sig. (2-sided)) = 0.000 and there is an association between the ability of solving mathematical problems with the understanding of the concept auditory learning style student with χ2 value and significance count = 17.967 (Asymp. Sig. (2-sided)) = 0.000. Students with visual and auditory learning style can solve the problems SPLDV given by the troubleshooting steps Polya because it may be posisible students have an understanding of the SPLDV.

Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 5 (2) ◽  
pp. 40
Author(s):  
Cici Mursari
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Analytical Skills

The study aimed to describe the mathematical critical thinking skills and learner autonomy of students at SMP Negeri 1 Baturraden viewed from learning style. This study was descriptive qualitative. The subjects of the study were students of grade VII G. The selection of the sample was done through purposive sampling technique obtaining 3 students of visual learning style, 3 students of auditory learning style and 3 students of kinesthetic learning style. Techniques to collect the data were questionnaire, test, and interview. Data analyses were data reduction, data presentation, and drawing conclusions. The validity test of the data was triangulation test of triangulation techniques. The findings obtained that students with visual learning styles mastered the indicators of analytical skills, synthesizing skills, problem solving skills as well as the skills of evaluating and assessing, meanwhile the learner autonomy mastered indicators of learning strategies, planning, evaluating, assignments/exercises, various learning resources and students workbook. Students with auditory learning styles grasped indicators of analytical skills, problem solving skills, as well as evaluating and assessing skills while for learner autonomy understood indicators of learning strategies, planning, evaluating, various learning resources and students workbook. While kinesthetic learning style students grasped the indicators of synthesizing and evaluating skills while for learner autonomy mastered the indicators of using learning strategies and using various learning resources.

Improving programming skills: the use of learning style theory and the instant response supplement tool

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chin-Feng Lai ◽  
Yu-Lin Jeng ◽  
Sheng-Bo Huang
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Background Knowledge ◽  
Learning Performance ◽  
Control Group ◽  
Problem Solving Skills ◽  
Content Type ◽  
Learning Group

PurposeIn a programming course, students often need tutors' assistance to complete learning activities, as they lack enough background knowledge to complete tasks. A further problem is that without individual tutoring, the knowledge gap between students increases. Therefore, the authors have proposed an instant response learning supplement tool (IRLST) to support students' learning, in order to facilitate students' independent problem-solving skills.Design/methodology/approachThe authors divided the students into two groups according to their learning styles: verbal and visual. The IRLST was used to collect and analyze the information on their usage and provide supplementary resources to facilitate their learning. The proposed system also analyzed the student usage, background knowledge and exam scores to assess their academic performance.FindingsAccording to the results of statistical analysis, students' learning performance improved significantly, especially low-scoring students. Moreover, as compiler messages were not recognized, students tended to identify the same problems. Thus, it is suggested that teachers not only should focus on improving the students' syntax but also strengthening their background knowledge and debugging skills.Research limitations/implicationsThere are two main limitations in this study: (1) as most of the students were in the visual learning group, the size of the groups was impacted, thus it was not possible to establish a control group; (2) one specific version of the IRLST system did not send reliable advice or supplementary content occasionally.Originality/valueThe IRLST developed in this study can be used to provide immediate supplementary resources to help students overcoming programming problems and developing problem-solving skills.

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA BERDASARKAN GAYA BELAJAR

2019 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
M Imamuddin
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Visual Learning ◽  
Content Standards ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Kinesthetic Learning

One of the goals of mathematics learning according to the content standards of mathematics is that students have the ability to solve problems that include the ability to understand problems, design mathematical models, complete models and interpret solutions obtained. So that students from elementary school to university level have been trained in mathematical problem solving questions. However, there are still many weak students in achievement in the field of mathematics such as problem solving skills. One of the factors that influence the weakness of problem solving skills is the learning style. The purpose of this study was to analyze students' mathematical problem solving abilities based on learning styles. The type of this research is descriptive quantitative, with the research subject being students of class VIII MTsN totaling 38 students. The instrument used is Questionnaire and Test the ability to solve mathematical problems. Questionnaires are used to classify student learning styles, while problem solving ability tests are used to analyze students' problem solving abilities. The results of the study concluded that mathematical problem solving abilities of students who had a visual learning style were higher than the mathematical problem solving abilities of students who had audiotorial and kinesthetic learning styles. And the ability of problem solving students who have audiotorial learning styles is higher than students who have kinesthetic learning styles.

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