ANALISIS GAYA BELAJAR AUDITORI SISWA DALAM PEMBELAJARAN TEMATIK DI KELAS III SEKOLAH DASAR NEGERI BOJONGSARI 04

This research is motivated by the difficulties experienced by auditory learners in understanding information presented in written form. Hence, the author was prompted to analyze the auditory learning style of students in thematic learning. The aim of this research is to describe the auditory learning style of third-grade students. This research was conducted at SDN Bojongsari 04. The method used is qualitative descriptive research. The subjects of this research are third-grade students. Data collection techniques used include observation, interviews, field notes, and documentation. The data analysis techniques employed include data collection, data reduction, data presentation, and triangulation. The results of the research show that students with an auditory learning style in thematic learning maximize their hearing through interactive lectures, group discussions, and listening to audio readings or story dialogues conducted by the teacher. The students then listen while following along with the story by reading books. The obstacles faced by students with an auditory learning style in thematic learning include difficulties in understanding visually presented materials, such as reading texts and pictures. The solution used by teachers to overcome these comprehension barriers for students with an auditory learning style is to provide oral explanations. Additionally, teachers also employ strategies such as asking students to recap the taught material, enabling them to provide additional explanations if necessary

ANALISIS GAYA BELAJAR AUDITORI SISWA DALAM PEMBELAJARAN TEMATIK DI KELAS III SEKOLAH DASAR NEGERI BOJONGSARI 04

This research is motivated by the difficulties experienced by auditory learners in understanding information presented in written form. Hence, the author was prompted to analyze the auditory learning style of students in thematic learning. The aim of this research is to describe the auditory learning style of third-grade students. This research was conducted at SDN Bojongsari 04. The method used is qualitative descriptive research. The subjects of this research are third-grade students. Data collection techniques used include observation, interviews, field notes, and documentation. The data analysis techniques employed include data collection, data reduction, data presentation, and triangulation. The results of the research show that students with an auditory learning style in thematic learning maximize their hearing through interactive lectures, group discussions, and listening to audio readings or story dialogues conducted by the teacher. The students then listen while following along with the story by reading books. The obstacles faced by students with an auditory learning style in thematic learning include difficulties in understanding visually presented materials, such as reading texts and pictures. The solution used by teachers to overcome these comprehension barriers for students with an auditory learning style is to provide oral explanations. Additionally, teachers also employ strategies such as asking students to recap the taught material, enabling them to provide additional explanations if necessary

Pengaruh Model Pembelajaran Tematik dan Gaya Belajar Terhadap Hasil Belajar Siswa Kelas II

Thematic learning model is a learning model that students pay attention to SD/MI that frame of mind is still intact, and the understanding of the concept are through the real world and based to the students lives. In this study the researcher focus to the model of learning interaction and learning styles on learning outcomes. The researcher used experimental study. The study population was all students in second student grade. The sample amounted to 90 students from both MI, it means that the researcher used purposive sampling, where all students are included on certain conditions. The collected data were statistically processed using the techniques of inferential analysis of variance (Anova) two-factor 2 x 2. The results of this study, (1) there are differences in learning outcomes between students who use thematic learning and conventional learning, (2) there are differences in student learning outcomes that have a stylish visual, auditory and kinesthetic, and (3) there is no interaction between learning models and styles learning on learning outcomes. Descriptive Statistics show that the application of thematic learning (mean 80.49) and the conventional learning (mean 77.87). And mean learning outcomes based on visual learning style is 84.81, auditory learning style is 73.48, and kinesthetic learning styles is 75.09. Based on the research findings, it is recommended to the elementary school teachers to apply the thematic instructional strategies in the instruction to improve student learning achievement. The characteristic of thematic strategy can empower student to learn optimally and support the student learning achievement.Keywords: Thematic Learning Model, Learning Styles and Student Learning Outcome

Learning Styles, Does it Cause the Differences of Students Achievement?

This research aims to examine the difference between the learning achievement of students with learning styles visual, auditory, and kinesthetic in Sub-district Sukun Malang. The type of this research was comparative quantitative. This research population was all 4th-grade students in Sub-district Sukun, which amount to 3250 students, while the technique of sample retrieval used random cluster sampling. Sample of this research amount to 338 of the 4th-grade students from 5 elementary schools in Sub-district Sukun. Data were collected by using learning style questionnaires and documents of students learning achievement. Data analysis of this research used quantitative statistics descriptive and analysis statistics nonparametric using the Kruskal-Wallis Test. The result of this research showed that the amount of significant value is 0.688, higher than 0.05, so it can be concluded that there is no difference in thematic learning achievement between a student who has visual, auditory, and kinesthetic learning styles

PENERAPAN MODEL PEMBELAJARAN VISUALIZATION, AUDITORY, DAN KINESTETIK (VAK) DALAM PEMBELAJARAN TEMATIK KELAS 1 SD NEGERI 1 KARANGPANDAN PAKISAJI MALANG

AbstrakThe learning model is a learnng style that uses the method of delivering material which to streamline time in delivering material and to capture stimulus information, how to remember and thnk students in solvinng problems in the learning process carried out.when disscusing learning models, there are suveral processes that must be carried out, namly by using preparation, implementation and evaluation strategies.one of the intended learning models is the visual, auditory, and kinesthetic learning models. Bassed on teh aove backgoround, the problems, including discussing the preparitaion, aplication and evealualtion of the VAK learning model in the grade 1 at SD Negeri 1 Karngpandan, Pakisaji, Malang. The research uses descriptive theory method and case study. On the resesrch results obtained in the observation activities. The research found that the factualty learning model had bees uses in class 1 thematic learning and the preparation and evaluation in the factualy learning model were appropriate..Keywords: application, learning model, thematic materia

Analisis gaya belajar siswa dalam pembelajaran tematik selama masa Pandemi Covid-19 di kelas Va SD Muhammadiyah Karangharjo Sleman

This study aims to identify what learning styles are being used by Class Va students and to find out the impact of thematic learning on student learning styles during the Covid-19 pandemic at SD Muhammadiyah Karangharjo. This research method is qualitative with a cross-sectional survey approach. The data sources in this study are primary data sources and secondary data sources. The variables in this study were the student's learning styles in thematic learning of Class VA. The data collection methods used were observation, interviews, and documentation. The data validity techniques used in this study are source triangulation, technique triangulation, and time triangulation. The data analysis techniques used in this study are data collection, data reduction, data presentation, and conclusion drawing. The results of the study are that there are three types of student learning styles in class VA based on the results of the observation survey, namely Visual learning styles 66.67%, Auditory learning styles having a percentage of 14.28%, and Kinesthetic learning styles with a percentage of 19.04%. With the large percentage contained in the diagram above, it can be seen that the common learning style of Class VA SD Muhammadiyah Karangharjo students is Visual Learning Style and with the large amount of material contained in thematic learning, students prefer to pay attention to the teacher who is thematically explaining their learning material. &nbsp

Korelasi Antara Motivasi Belajar Dengan Hasil Belajar Sesuai Kelompok Gaya Belajar Dalam Pembelajaran Tematik

Penelitian ini bertujuan untuk mendeskripsikan antara motivasi belajar dengan hasil belajar pada pembelajaran tematik. metode penelitian yang digunakan adalah metode deskriptif dengan menggunakan studi korelasi. Populasi dalam penelitian ini berjumlah 60 siswa. Pengambilan sampel dengan teknik purposive sampling dengan jumlah 30 siswa. Hasil penelitian menunjukkan bahwa motivasi belajar siswa sebesar 74,58 kategori "cukup baik" dan 73,06 pada hasil belajar siswa dengan kategori "Baik". Berdasarkan hasil perhitungan statistik menggunakan korelasi product moment terhadap motivasi belajar dengan korelasi hasil belajar dari masing-masing kelompok gaya belajar menunjukkan bahwa gaya belajar visual dengan korelasi sebesar 0,679 kategori "Kuat, gaya belajar auditorial dengan korelasi sebesar 0,933 kategori "Sangat kuat", gaya belajar kinestetik dengan korelasi sebesar 0,890 kategori "Sangat kuat", dan gaya belajar tidak bisa dibedakan dengan korelasi sebesar 0,786 kategori "Kuat". Berdasarkan penelitian, korelasi motivasi belajar dengan hasil belajar sebesar 0,657 kategori "Kuat dengan thitung sebesar 4,610 dan ttabel ?=0,05 sebesar 1,701 berarti thitung (4, 610) ? ttabel (1,701) maka "Ha" diterima. Dapat disimpulkan terdapat hubungan antara motivasi belajar dengan hasil belajar siswa sesuai kelompok gaya belajar dalam pembelajaran tematik.   Kata Kunci: Korelasi, Motivasi Belajar, Hasil Belajar, Gaya Belajar, dan Pembelajaran Tematik     Abstract   This study aims to describe a correlation between the learning motivation and learning outcomes according to the learning style group in the thematic learning. The research method used ia descriptive method approach with correlation research. The population in the study amounted to 60 students. Sampling using the purposive sampling technique, with amounted to 30 students. The results reveal that the learning motivation ia 74,58 in the "Passably' category. And 73,06 in the learning outcomes with "Good" category. Based on the results of statistical calculations using the correlation product moment on the learning motivation with correlation the learning outcomes from each group of learning styles, reveal that the visual learning styles with a correlation of 0,679 on the "Strong" category, auditory learning styles with a correlation of 0,933 in the "Very strong" category, kinesthetic learning styles with a correlation of 0,890 in the"Very strong" category, and the indistinguishable learning styles with a correlation of 0,786 in the "Strong" category. Based on the results of the study correlation the learning motivation with learning outcomes of 0,657 in the "Strong" category with tcount of 4,610 and ttable ?=0,05 of 1,701 means tcount (4,610) ? ttable (1,701) then "Ha" is accepted. It can be concluded that there ia a relationship between learning motivation  and learning outcomes according to the learning style group in the thematic learning. Keywords: Correlation, Learning Motivation, Learning Outcomes, Learning Style, and Thematic Learning&nbsp

Analysis of Reading and Writing Ability in terms of Student Learning Independence in the VARK assisted by Animation Video in Lower Class

Penelitian ini bertujuan untuk menganalisis kemampuan membaca dan menulis siswa kelas II SD yang ditinjau dari kemandirian belajar dan gaya belajar VARK (Visual, Auditory, Read-Write, Kinesthetic) dengan bantuan video animasi. Penelitian ini menggunakan metode Sequential Explanatory dengan Simple Random Sampling, menggabungkan pendekatan kuantitatif dan kualitatif untuk memberikan gambaran yang komprehensif tentang pengaruh variabel-variabel tersebut terhadap kemampuan membaca dan menulis.Pada fase kuantitatif, desain penelitian eksperimen diterapkan dengan menggunakan Simple Random Sampling untuk memilih sampel dari populasi siswa kelas II. Data dikumpulkan melalui kuesioner kemandirian belajar, tes kemampuan membaca dan menulis, serta kuesioner gaya belajar VARK. Penggunaan video animasi dalam pembelajaran juga dinilai melalui observasi. Analisis data dilakukan menggunakan statistik deskriptif dan inferensial untuk mengidentifikasi hubungan antara kemandirian belajar, gaya belajar VARK, dan kemampuan membaca serta menulis siswa.Pada fase kualitatif, dilakukan wawancara mendalam dan observasi untuk mengkaji lebih dalam bagaimana video animasi dan gaya belajar mempengaruhi proses pembelajaran siswa. Data kualitatif diolah dengan analisis tematik untuk mengidentifikasi pola dan tema yang relevan.Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan antara kemandirian belajar dan gaya belajar VARK terhadap kemampuan membaca dan menulis siswa. Video animasi terbukti efektif dalam meningkatkan keterlibatan dan pemahaman siswa. Temuan ini memberikan wawasan penting mengenai bagaimana metode pembelajaran yang dipersonalisasi, berdasarkan gaya belajar dan kemandirian, dapat meningkatkan hasil akademik siswa. Penelitian ini merekomendasikan penggunaan video animasi dan pendekatan gaya belajar yang sesuai untuk mendukung proses pembelajaran di kelas rendah

User expectations of partial driving automation capabilities and their effect on information design preferences in the vehicle

Partially automated vehicles present interface design challenges in ensuring the driver remains alert should the vehicle need to hand back control at short notice, but without exposing the driver to cognitive overload. To date, little is known about driver expectations of partial driving automation and whether this affects the information they require inside the vehicle. Twenty-five participants were presented with five partially automated driving events in a driving simulator. After each event, a semi-structured interview was conducted. The interview data was coded and analysed using grounded theory. From the results, two groupings of driver expectations were identified: High Information Preference (HIP) and Low Information Preference (LIP) drivers; between these two groups the information preferences differed. LIP drivers did not want detailed information about the vehicle presented to them, but the definition of partial automation means that this kind of information is required for safe use. Hence, the results suggest careful thought as to how information is presented to them is required in order for LIP drivers to safely using partial driving automation. Conversely, HIP drivers wanted detailed information about the system's status and driving and were found to be more willing to work with the partial automation and its current limitations. It was evident that the drivers' expectations of the partial automation capability differed, and this affected their information preferences. Hence this study suggests that HMI designers must account for these differing expectations and preferences to create a safe, usable system that works for everyone. [Abstract copyright: Copyright © 2019 The Authors. Published by Elsevier Ltd.. All rights reserved.

Teachers\u27 handbook for implementing learning styles through multiple intelligences

The purpose of this project was to provide teachers with different teaching assessement, tools, approaches, and strategies. The context of this problem was to address the need to develop a teacher handbook proposal entitled Teachers\u27 Handbook For Implementing Learning Styles Through the Multiple Intelligences