Activating accounting students’ decision-making skills through a reflective self-assessment workshop on learning styles

Goosen, R.; Steenkamp, Gretha

doi:10.1016/j.ijme.2023.100858

Cited by 7 publications

(4 citation statements)

References 33 publications

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“…Each student has a different learning style, which is the second reason for differences in the results of research trials. Some students prefer visual learning, while others prefer auditive or kinesthetic learning (Goosen & Steenkamp, 2023). Instagram-based learning media may be more suitable for some learning styles than others, influencing their learning outcomes (Yotta, 2023).…”

Section: Implementation Stagementioning

confidence: 99%

Development of Instagram-Based Learning Media to Increase Students Learning Interest in Acid-Base Materials

Syafruddin,

Widarti,

Rokhim

2024

Turkish Online Journal of Distance Education

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This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.

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Section: Implementation Stagementioning

confidence: 99%

Development of Instagram-Based Learning Media to Increase Students Learning Interest in Acid-Base Materials

Syafruddin,

Widarti,

Rokhim

2024

Turkish Online Journal of Distance Education

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“…This creates a match between the way students learn and the way the material is delivered, which in turn can improve student understanding, engagement, and learning outcomes. By understanding the variations in learning styles among students in a population, educators can avoid a onesize-fits-all approach and can adapt their teaching approaches to cover a variety of learning styles (Goosen & Steenkamp, 2023;Lau & Gardner, 2019;Unhawa, Debajyoti, Chonlameth & Bunthit, 2021). This can create a more inclusive and supportive learning environment, increase student academic success, and provide a more positive learning experience overall.…”

Section: University Student Learning Stylementioning

confidence: 99%

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

Turmuzi,

Suharta,

Astawa

et al. 2024

J. Technol. Sci. Educ.

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The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.

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“…They can also be described as instructional tools containing learning steps and instructions to facilitate independent learning by students, even in the absence of a teacher (Magdalena et al, 2020). Teaching materials play a crucial role in different learning styles (Deng et al, 2022;Ezzeddine et al, 2023;Goosen & Steenkamp, 2023), be it traditional, group-based, or self-directed (Hagopian & Nohria, 2021). The importance of adapting teaching materials to students' conditions, can be achieved through various methods, including creating materials from scratch, transforming existing materials, or assembling sources without significant modification.…”

Section: Theoretical Review Teaching Materialsmentioning

confidence: 99%

English for Daily Activities: Textbook Developed for Islamic Education Study Program at STAIN Mandailing Natal

Fitriani,

Defi,

Pratami

2023

bse

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This research project aims to create teaching materials in the form of textbooks specifically designed for English courses, focusing on "English for Daily Activities" within the PAI study program at STAIN Mandailing Natal. The research methodology employed in this study is research and development, utilizing the ADDIE model (Analysis-Design-Develop-Implement-Evaluate). Data collection involves three main instruments: 1) needs analysis tools, 2) validity assessment tools, and 3) practicality evaluation tools, with the practical stage serving as the project's concluding phase. The outcomes of the research and development process yielded a positive impact on both lecturers and students during the learning process. The validation results indicate high levels of validity, with a total validation percentage of 83.85%, falling within the "very valid" category. Limited trials or practicality testing of the textbooks were conducted by gathering feedback from lecturers and students. The results show strong practicality, with its total percentage of 86.09%, classifying the developed textbook as "very practical" to use by lecturers and students within the Islamic Education Study Program at STAIN Mandailing Natal. Keywords: Textbook, Teaching Materials, Islamic Studies

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Activating accounting students’ decision-making skills through a reflective self-assessment workshop on learning styles

Cited by 7 publications

References 33 publications

Development of Instagram-Based Learning Media to Increase Students Learning Interest in Acid-Base Materials

Development of Instagram-Based Learning Media to Increase Students Learning Interest in Acid-Base Materials

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

English for Daily Activities: Textbook Developed for Islamic Education Study Program at STAIN Mandailing Natal

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