Analysis of learning styles in terms of knowledge, skills and attitudes
Abstract
The purpose of this study is to determine the domains of knowledge, skills and attitudes of students which are dominantly influenced by learning styles. The approach used is quantitative research with a correlation method in the form of a survey on 71 high school students in the Aceh Tengah area. The data collection instrument used a questionnaire for learning style data and documentation study for student learning outcomes data. The results of data analysis using descriptive and inferential statistics show that there is a significant relationship between learning styles and knowledge, skills and attitudes with an average contribution of 17.67%, 14.77% and 72.4% respectively. Based on the types of learning styles selected in this study, the visual learning style is more highly related to students' knowledge, skills and attitudes. The conclusion from the results of this study is that teachers as educators need to know and understand the characteristics of each student's learning style, so as to be able to place students in the right position during the learning process.
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Mulyanti, S., Halim, A., Murniati, Ilyas, S., Syukri, M., & Mursal. (2021). The impact of the science technology society (STS) approach on critical thinking ability and student learning outcomes. Journal of Physics: Conference Series, 1882(1), 012026. https://doi.org/10.1088/1742-6596/1882/1/012026
Naenah, N. N. (2022). Learning styles and attitude toward achievement among English second language students. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(2 SE-), 179–194. https://doi.org/10.35974/acuity.v7i2.2607
Nikoopour, J., & Khoshroudi, M. S. (2021). EFL learners’ learning styles and self-regulated learning: Do gender and proficiency level matter? Journal of Language Teaching and Research, 12(4), 616–623. https://doi.org/10.17507/jltr.1204.13
Nitriani, N., Darsikin, D., & Saehana, S. (2022). Kolb’s learning style analysis in solving HOTS questions for prospective physics teacher students. Momentum: Physics Education Journal, 6(1), 59–72. https://doi.org/10.21067/mpej.v6i1.5593
Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), pp46-55. https://academic-publishing.org/index.php/ejel/article/view/1855
Odic, D. (2018). Children’s intuitive sense of number develops independently of their perception of area, density, length, and time. Developmental Science, 21(2), e12533. https://doi.org/https://doi.org/10.1111/desc.12533
Ogundokun, M. O. (2011). Learning style, school environment and test anxiety as correlates of learning outcomes among secondary school students. IFE PsychologIA : An International Journal, 19(2), 321–336. https://doi.org/10.10520/EJC38876
Olanipekun, T., Effoe, V., Bakinde, N., Bradley, C., Ivonye, C., & Harris, R. (2020). Learning styles of internal medicine residents and association with the in-training examination performance. Journal of the National Medical Association, 112(1), 44–51. https://doi.org/10.1016/j.jnma.2019.12.002
Rahayu, S., & Cahyadi, R. (2019). Experimentation of NHT and TPS learning model using CTL approach towards mathematics learning outcomes viewed from student learning styles. International Journal of Trends in Mathematics Education Research, 2(4), 215–218. https://doi.org/10.33122/ijtmer.v2i4.140
Razali, R., Halim, A., Haji, A. G., & Nurfadilla, E. (2020). Effect of inquiry learning methods on generic science skills based on creativity level. Journal of Physics: Conference Series, 1460(1), 012118. https://doi.org/10.1088/1742-6596/1460/1/012118
Razzaque, A., & Hamdan, A. (2020). Internet of things for learning styles and learning outcomes improve e-learning: a review of literature. In A.-E. Hassanien, A. T. Azar, T. Gaber, D. Oliva, & F. M. Tolba (Eds.), Proceedings of the International Conference on Artificial Intelligence and Computer Vision (AICV2020) (pp. 783–791). Springer International Publishing. https://doi.org/10.1007/978-3-030-44289-7_73
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Şener, S., & Çokçalışkan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125. https://doi.org/10.11114/jets.v6i2.2643
Sudria, I. B. N., Redhana, I. W., Kirna, I. M. K., & Aini, D. (2018). Effect of Kolb’s learning styles under inductive guided-inquiry learning on learning outcomes. International Journal of Instruction, 11(1), 89–102. https://doi.org/10.12973/iji.2018.1117a
Ukoh, E. E. (2022). Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school students. Momentum: Physics Education Journal, 6(1), 10–18. https://doi.org/10.21067/mpej.v6i1.5463
Ulfa, Z., Irwandi, I., Syukri, M., Munawir, A., & Halim, A. (2021). Improving ISLE-based STEM learning outcomes for building the 21st century skills and characters through a lesson study: A case study on Torque and Moment of Inertia. Journal of Physics: Conference Series, 1882(1), 012153. https://doi.org/10.1088/1742-6596/1882/1/012153
Valencia-Vallejo, N., Lopez-Vargas, O., & Sanabria-Rodriguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments. Knowledge Management & E-Learning: An International Journal, 11(1), 1–19. https://doi.org/10.34105/j.kmel.2019.11.001
van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., & Georgiadis, J. R. (2021). Gamification of health professions education: a systematic review. Advances in Health Sciences Education, 26(2), 683–711. https://doi.org/10.1007/s10459-020-10000-3
Weng, F., Ho, H.-J., Yang, R.-J., & Weng, C.-H. (2018). The influence of learning style on learning attitude with multimedia teaching materials. EURASIA Journal of Mathematics, Science and Technology Education, 15(1), em1659. https://doi.org/10.29333/ejmste/100389
Yilmaz-Soylu, M., & Akkoyunlu, B. (2009). The effect of learning styles on achievement in different learning environments. Turkish Online Journal of Educational Technology, 8(4), 43–50. http://www.tojet.net/articles/v8i4/844.pdf
Ardila, C. M., & Gómez-Restrepo, Ã. M. (2021). Relationship between physical activity, academic achievement, gender, and learning styles in students of a Latin American Dental School: A cross-sectional study. Journal of Education and Health Promotion, 10, 149. https://doi.org/10.4103/jehp.jehp_646_20
Black, G. S., & Kassaye, W. W. (2014). Do students learning styles impact student outcomes in marketing classes? Academy of Educational Leadership Journal, 18(4), 149.
Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219–232. https://doi.org/10.12973/iji.2018.11316a
Farashahi, M., & Tajeddin, M. (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations. The International Journal of Management Education, 16(1), 131–142. https://doi.org/https://doi.org/10.1016/j.ijme.2018.01.003
Grant, A. M. (2020). An integrated model of goal-focused coaching. In Coaching Researched (pp. 115–139). https://doi.org/https://doi.org/10.1002/9781119656913.ch7
Halim, A., Farhan, Ahyuni, A., Susanna, Andriani, W., & Irwandi. (2021). The impact of PhET virtual lab worksheets on student learning outcomes on sound wave materials. Journal of Physics: Conference Series, 1806(1), 012033. https://doi.org/10.1088/1742-6596/1806/1/012033
Hsieh, S.-W., Jang, Y.-R., Hwang, G.-J., & Chen, N.-S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194–1201. https://doi.org/https://doi.org/10.1016/j.compedu.2011.01.004
Husmann, P. R., & O’Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical Sciences Education, 12(1), 6–19. https://doi.org/https://doi.org/10.1002/ase.1777
Idkhan, A. M., & Idris, M. M. (2021). Dimensions of students learning styles at the university with the kolb learning model. International Journal of Environment, Engineering and Education, 3(2 SE-Research Article). https://doi.org/10.55151/ijeedu.v3i2.60
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Medical Education, 18(1), 291. https://doi.org/10.1186/s12909-018-1400-2
Kim, J. Y., Choi, D. S., Sung, C.-S., & Park, J. Y. (2018). The role of problem solving ability on innovative behavior and opportunity recognition in university students. In Journal of Open Innovation: Technology, Market, and Complexity (Vol. 4, Issue 1). https://doi.org/10.1186/s40852-018-0085-4
Kolekar, S. V, Pai, R. M., & Pai M.M., M. (2018). Adaptive user interface for Moodle based e-learning system using learning styles. In Procedia Computer Science (Vol. 135). https://doi.org/https://doi.org/10.1016/j.procs.2018.08.226
Li, J., Han, S., & Fu, S. (2019). Exploring the relationship between students’ learning styles and learning outcome in engineering laboratory education. Journal of Further and Higher Education, 43(8), 1064–1078. https://doi.org/10.1080/0309877X.2018.1449818
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal (OLJ), 22(1), 205+. https://link.gale.com/apps/doc/A573558339/AONE?u=anon~a85670a2&sid=googleScholar&xid=c951a038
Mashoedah, M., Hartmann, M., Surjono, H. D., & Zamroni, Z. (2018). The vocational high school teachers ‘awareness level and implementation of the students’ learning style assessment. Jurnal Pendidikan Teknologi Dan Kejuruan, 24(1), 91–101. https://doi.org/10.21831/jptk.v24i1.17722
Mpwanya, M. F., & Dockrat, S. (2020). Assessing learning styles of undergraduate logistics students using Kolb’s learning style inventory: a cross-sectional survey. South African Journal of Higher Education, 34(3), 210–228. https://journals.co.za/doi/abs/10.20853/34-3-3338
Muali, C., Islam, S., Bali, M. E. I., Hefniy, Baharun, H., Mundiri, A., Jasri, M., & Fauzi, A. (2018). Free online learning based on rich internet applications; The experimentation of critical thinking about student learning style. Journal of Physics: Conference Series, 1114, 012024. https://doi.org/10.1088/1742-6596/1114/1/012024
Mulyanti, S., Halim, A., Murniati, Ilyas, S., Syukri, M., & Mursal. (2021). The impact of the science technology society (STS) approach on critical thinking ability and student learning outcomes. Journal of Physics: Conference Series, 1882(1), 012026. https://doi.org/10.1088/1742-6596/1882/1/012026
Naenah, N. N. (2022). Learning styles and attitude toward achievement among English second language students. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(2 SE-), 179–194. https://doi.org/10.35974/acuity.v7i2.2607
Nikoopour, J., & Khoshroudi, M. S. (2021). EFL learners’ learning styles and self-regulated learning: Do gender and proficiency level matter? Journal of Language Teaching and Research, 12(4), 616–623. https://doi.org/10.17507/jltr.1204.13
Nitriani, N., Darsikin, D., & Saehana, S. (2022). Kolb’s learning style analysis in solving HOTS questions for prospective physics teacher students. Momentum: Physics Education Journal, 6(1), 59–72. https://doi.org/10.21067/mpej.v6i1.5593
Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), pp46-55. https://academic-publishing.org/index.php/ejel/article/view/1855
Odic, D. (2018). Children’s intuitive sense of number develops independently of their perception of area, density, length, and time. Developmental Science, 21(2), e12533. https://doi.org/https://doi.org/10.1111/desc.12533
Ogundokun, M. O. (2011). Learning style, school environment and test anxiety as correlates of learning outcomes among secondary school students. IFE PsychologIA : An International Journal, 19(2), 321–336. https://doi.org/10.10520/EJC38876
Olanipekun, T., Effoe, V., Bakinde, N., Bradley, C., Ivonye, C., & Harris, R. (2020). Learning styles of internal medicine residents and association with the in-training examination performance. Journal of the National Medical Association, 112(1), 44–51. https://doi.org/10.1016/j.jnma.2019.12.002
Rahayu, S., & Cahyadi, R. (2019). Experimentation of NHT and TPS learning model using CTL approach towards mathematics learning outcomes viewed from student learning styles. International Journal of Trends in Mathematics Education Research, 2(4), 215–218. https://doi.org/10.33122/ijtmer.v2i4.140
Razali, R., Halim, A., Haji, A. G., & Nurfadilla, E. (2020). Effect of inquiry learning methods on generic science skills based on creativity level. Journal of Physics: Conference Series, 1460(1), 012118. https://doi.org/10.1088/1742-6596/1460/1/012118
Razzaque, A., & Hamdan, A. (2020). Internet of things for learning styles and learning outcomes improve e-learning: a review of literature. In A.-E. Hassanien, A. T. Azar, T. Gaber, D. Oliva, & F. M. Tolba (Eds.), Proceedings of the International Conference on Artificial Intelligence and Computer Vision (AICV2020) (pp. 783–791). Springer International Publishing. https://doi.org/10.1007/978-3-030-44289-7_73
Saido, G. M., Siraj, S., Nordin, A. B. Bin, & Al_Amedy, O. S. (2018). Higher order thinking skills among secondary school students in science learning. MOJES: Malaysian Online Journal of Educational Sciences, 3(3), 13–20. http://ijie.um.edu.my/index.php/MOJES/article/view/12778
Şener, S., & Çokçalışkan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125. https://doi.org/10.11114/jets.v6i2.2643
Sudria, I. B. N., Redhana, I. W., Kirna, I. M. K., & Aini, D. (2018). Effect of Kolb’s learning styles under inductive guided-inquiry learning on learning outcomes. International Journal of Instruction, 11(1), 89–102. https://doi.org/10.12973/iji.2018.1117a
Ukoh, E. E. (2022). Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school students. Momentum: Physics Education Journal, 6(1), 10–18. https://doi.org/10.21067/mpej.v6i1.5463
Ulfa, Z., Irwandi, I., Syukri, M., Munawir, A., & Halim, A. (2021). Improving ISLE-based STEM learning outcomes for building the 21st century skills and characters through a lesson study: A case study on Torque and Moment of Inertia. Journal of Physics: Conference Series, 1882(1), 012153. https://doi.org/10.1088/1742-6596/1882/1/012153
Valencia-Vallejo, N., Lopez-Vargas, O., & Sanabria-Rodriguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments. Knowledge Management & E-Learning: An International Journal, 11(1), 1–19. https://doi.org/10.34105/j.kmel.2019.11.001
van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., & Georgiadis, J. R. (2021). Gamification of health professions education: a systematic review. Advances in Health Sciences Education, 26(2), 683–711. https://doi.org/10.1007/s10459-020-10000-3
Weng, F., Ho, H.-J., Yang, R.-J., & Weng, C.-H. (2018). The influence of learning style on learning attitude with multimedia teaching materials. EURASIA Journal of Mathematics, Science and Technology Education, 15(1), em1659. https://doi.org/10.29333/ejmste/100389
Yilmaz-Soylu, M., & Akkoyunlu, B. (2009). The effect of learning styles on achievement in different learning environments. Turkish Online Journal of Educational Technology, 8(4), 43–50. http://www.tojet.net/articles/v8i4/844.pdf
Authors
Halim, A., Wirda, A., & Yusrizal, Y. (2022). Analysis of learning styles in terms of knowledge, skills and attitudes. Momentum: Physics Education Journal, 6(2), 162–170. https://doi.org/10.21067/mpej.v6i2.6581
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