The Study of Learning Styles and its Relationship with Educational Achievement Among Iranian High School Students

Rezaeinejad, Maria; Azizifar, Akbar; Gowhary, Habib

doi:10.1016/j.sbspro.2015.07.509

Cited by 29 publications

(27 citation statements)

References 4 publications

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“…Definisi-definisi di atas menunjukkan bahwa Gaya belajar dapat mempengaruhi setiap momen dan dimensi kehidupan seorang individu, Dunn & Dunn (2003) menyatakan bahwa oleh mengetahui gaya belajar yang dimilikinya, siswa dapat mengembangkan kemampuan belajar yang mereka miliki, dan kemudian akan memberi efek positif pada hasil belajar mereka (Syukur & Misu, 2016). Tetapi penelitian-penelitian yang dilakukan oleh Övez & Uyangör (2016) dan Rezaeinejad et al (2015) menyatakan bahwa gaya belajar siswa-siswa dalam belajar dapat tidak sama, walaupun mereka belajar di lingkungan budaya, sekolah atau kelas yang sama dan dengan guru yang sama. Hasil penelitian Raymond & Choon (2017) terhadap siswa-siswa di negara ASEAN menunjukkan bahwa gaya belajar siswa tidaklah sama dan dapat dipengaruhi oleh budaya, tetapi siswa-siswa di negara-negara ASEAN, termasuk Indonesia, memiliki kecenderungan kolektivisme atau berlawanan dengan individualisme.…”

Section: Pendahuluanunclassified

Analisis Terhadap Gaya Belajar Siswa Sekolah Menengah Di Bandung

Saija¹

2020

JPd

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Gaya belajar merupakan perilaku yang sengaja diperbuat oleh siswa berupa perilaku kognitif, afektif dan psikologikal untuk memperoleh perubahan dalam belajar. Terdapat Informasi mengenai gaya belajar siswa dapat membantu guru dalam menentukan strategi pembelajaran yang akan digunakan. Penelitian ini bertujuan untuk mengetahui bagaimana gaya belajar siswa-siswa Sekolah Menengah di Bandung. Metode penelitian ini adalah penelitian deskriptif, dan sampel pada penelitian ini adalah 275 siswa dari beberapa sekolah menengah di Bandung. Sedangkan instrumen pengukuran gaya belajar yang digunakan adalah “Perceptual Learning Style Preference Questionnaire” (PLSPQ) yang dibuat oleh Reid (1987) yang menyatakan terdapat enam gaya belajar (Visual, taktil, auditory, kelompok atau grup, kinestetik, individual), dan diterjemahkan ke dalam bahasa Indonesia. Hasil penelitian menunjukkan bahwa: (1) Terdapat 20,73 persen siswa yang memiliki hanya satu gaya belajar yang dominan atau bersifat “major”, (2) Terdapat 55,27 persen siswa yang memiliki lebih dari satu gaya belajar dominan, (3) Terdapat 24 persen siswa yang tidak memiliki satupun gaya belajar yang dominan. Hasil lainnya adalah: Mayoritas siswa sekolah menengah memiliki gaya belajar kinestetik (belajar melalui pengalaman tubuhnya secara menyeluruh) dan atau gaya belajar kelompok (belajar bersama teman dalam grup) sebagai gaya belajar yang dominan

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Section: Pendahuluanunclassified

Analisis Terhadap Gaya Belajar Siswa Sekolah Menengah Di Bandung

Saija¹

2020

JPd

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“…In addition,learning environment play an important role in identifying the students learning strengths and weaknesses (Li & Tsai, 2016). Learning styles are said to have a significant role in achieving and excelling academically (Rezaeinejad, Azizifar, & Gowhary, 2015).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Students’ Learning Styles and Self-Motivation

Moneva¹,

Arnado²,

Buot³

2020

IJSSR

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Learning styles are the basis on how students learn. There are different learning styles. Three of the most popular ones are visual, auditory, and kinesthetic in which students use to absorb information. On one hand, students’ motivation is an internal drive of the students to do a task on their own will. The study used a univariate likert scale questionnaire among Senior High School Students in Jagobiao National High School to 244 individuals. Questionnaires were sent directly to targeted segment. Firstly, the respondents reported that they absorb information best using hearing aspects known as auditory learners. Secondly, they absorb information by visualizing or the visual learners. Lastly, the respondents describe that they learn through actions or the kinesthetic learners. The finding of the study is not statistically significant between students’ learning styles and self-motivation because the ANOVA presented that the result is greater than the alpha in which the decision is failed to reject and there is no significant association between the two variables students’ learning styles and self-motivation. Majority of the students preferred to listen while learning. It was seen that it is the best way that the students absorb information effectively. It is necessary that the teachers should identify the students learning strategies in order to meet their teaching strategies. The study accentuates that students’ self-motivation does not affect the students’ learning styles.

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“…Meanwhile, Kember and Wong reported that the male group prefers kinesthetic learning style while the female group prefers visual learning style (Middleton, Ricks, Wright, & Grant, 2013;Choudhary, Dullo, & Tandon, 2011). On the basis of previous findings, some researchers have generalized that gender differences play a significant role in determining the learning style (Rezaeinejada, Azizifara, & Gowharya, 2015;Worley-Davis, 2012).…”

Section: Group Statisticsmentioning

confidence: 99%

Learning Stypes of Male and Female Students of Nepal

Kumar

Dhakal

2018

J. Adv. Acad. Res.

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Learning is natural phenomena starts with the birth; it is a gradual process of investigation of new knowledge. Every creature has their own learning styles as their biological and social nature. People have superior power to learn many things as they become interested. School is one platform to learn many things for the students. School creates the learning environment but learning style may be varied in student to student. The study aims to identify the learning styles of male and female students of public and private school of Nepal. Primary data were collected from Makwanpur, Chitwan, Gorkha and Dhading Districts among Chepang Community. The study is done among the 368 students of four districts. The three types of learning styles: Visual, Auditory, and Kinesthetic (VAK) model developed by Neil Fleming was used in field for data collection. The result shows that there is no significant different between male and female students regarding their learning styles. It indicates that achievement and performance of male and female is similar. In Nepalese society, there are some gender differences in social relationship. Still, in most of the society, daughters are given less priority for their growth and development because of the patriarchal concept of society but the study has given the different result than the general concept. It is shown that a daughter can give better result if she will get better learning environment. The result has challenged the discriminatory gender relation in society.

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The Study of Learning Styles and its Relationship with Educational Achievement Among Iranian High School Students

Cited by 29 publications

References 4 publications

Analisis Terhadap Gaya Belajar Siswa Sekolah Menengah Di Bandung

Analisis Terhadap Gaya Belajar Siswa Sekolah Menengah Di Bandung

Students’ Learning Styles and Self-Motivation

Learning Stypes of Male and Female Students of Nepal

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