A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

Reza, Maleki; Zeraatpishe, Mitra; Faravani, Akram

doi:10.29333/iji.2019.12179a

Cited by 5 publications

(3 citation statements)

References 17 publications

(22 reference statements)

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“…Each student has a unique learning style divided into visual, auditory and kinesthetic types (Kolb, 2000); (Sari, 2014). The results show that students who understand their learning style positively improve learning outcomes and develop learning strategies according to their learning potential (Ali Reza et al, 2019); (Mashurwati, 2018). Therefore, guidance and counselling services need to bridge students to realize their learning potential so that students can design effective learning strategies according to their unique characteristics.…”

Section: Figure 3: the Assessment Results Of Aplication Mcomentioning

confidence: 99%

“…The results showed a reciprocal relationship in improving student achievement between understanding their learning styles and preferences for assessing their learning methods. Thus, to improve student learning outcomes, need to study their learning potential to help develop effective learning strategies (Ali Reza et al, 2019). Digital literacy skills and learning styles play a role in improving students' meta-cognitive strategies (Arono et al, 2022); (Gros et al, 2016b).…”

Section: Discussionmentioning

confidence: 99%

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Improving Students Learning Strategy Trough Mobile Counselling Online Application

Fahyuni

Taurusta²,

Hariastuti³

et al. 2022

JESR

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This study aims to implement an online guidance and counselling service-based mobile counselling online application (MCO) to make it easier for students to recognize their learning potential and create effective learning strategies. Quantitative and qualitative data collection methods simultaneously compare the presence or absence of convergence, difference, or combination. The results of multivariate statistical analysis showed differences in self-efficacy and achievement between students who used online guidance and counselling services and those who used face-to-face guidance and counselling services. The MCO application results effectively increase the linkage of their learning potential with learning styles. They help develop, select, and plan effective learning strategies with individual and individual characteristics. The MCO application during the COVID-19 pandemic is an alternative for unlimited guidance and counselling services that can be anytime and with anyone. Received: 11 July 2022 / Accepted: 24 August 2022 / Published: 2 September 2022

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Section: Figure 3: the Assessment Results Of Aplication Mcomentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Improving Students Learning Strategy Trough Mobile Counselling Online Application

Fahyuni

Taurusta²,

Hariastuti³

et al. 2022

JESR

View full text Add to dashboard Cite

show abstract

“…Jumlah mahasiswa yang termasuk dalam kelompok kinestetik berjumlah 28 mahasiswa dengan persentase 24,81% dan Standar Deviasi 8,74. Tingginya mahasiswa PGSD pada kelompok gaya belajar visual disebabkan karena beberapa faktor (Reza et al, 2019). Di antaranya adalah mahasiswa yang memiliki gaya belajar yang cenderung visual memiliki ciri-ciri tertentu.…”

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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Assessment Effectiveness and Anxiety: Students´ Perception

Prince

2021

Intern. j., high. educ. pedag.

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Traditional methods of assessing university students' speaking and writing abilities, especially those in creative design fields, can be perceived both impractical and monotonous. This study aims to show college students' perception of the degree of effectiveness of the tools currently being used to assess them, either through authentic assessment or through standardized testing, and whether or not anxiety plays any role in their performance. 21 graphic design students at a private university in Madrid taking a course in advanced English for Specific purposes (ESP) completed the survey. The survey, mostly qualitative, asked students to evaluate how effective were the different forms of authentic assessment, both in speaking and writing, compared to the standardized tests they were mainly and currently evaluated on. The results of the survey found that students, in general, deemed the various forms of authentic assessment more effective, albeit not in a significant way. Similarly, there was no clear difference between the anxiety levels authentic assessment produced versus standardized and classical formative assessment. Not surprisingly however, most students preferred the use of social media platforms, such as Instagram as a form of writing assessment, even though they did not consider it valid. Hopefully, this paper will have positive implications to encourage syllabus designers and material developers to consider students' perceptions and preferences on the assessment process while keeping in mind what their fields of choice expect once they become professionals, as current trends and attitudes on assessment should be more in line with the industry.

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A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment

Cited by 5 publications

References 17 publications

Improving Students Learning Strategy Trough Mobile Counselling Online Application

Improving Students Learning Strategy Trough Mobile Counselling Online Application

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

Assessment Effectiveness and Anxiety: Students´ Perception

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