The Relationship Between Learning Styles with Learning Outcome and Scientific Literacy of Islamic Junior High School (MTs) Students in Mataram

Siti Syifa’un Nufus; Gito Hadiprayitno; A Wahab Jufri

doi:10.58258/jime.v7i3.2286

The Relationship Between Learning Styles with Learning Outcome and Scientific Literacy of Islamic Junior High School (MTs) Students in Mataram

Siti Syifa’un Nufus, Gito Hadiprayitno, A Wahab Jufri

Abstract

Learning style is one of the important elements in the learning process of students. Information about student learning styles will help teachers design appropriate learning so that students can more easily absorb, organize, and process information during the learning process. Learning in accordance with the character of students in the class will create joyful learning and influences student learning outcomes and abilities, including scientific literacy. This study aims to investigate the relationship between learning styles with student learning outcomes and scientific literacy. This research is descriptive-experimental research. The population of this study was MTs students in Mataram and the subjects of this study were 55 students. In order to determine the tendency of student learning styles, the VARK learning style questionnaire (Visual, Auditory, Read/Write, and Kinesthetic) was developed. In order to assess the scientific literacy that consisted of scientific literacy multiple-choice test and to assess the learning outcome, the final score was employed. Analysis of the relationship between learning styles and the scientific literacy using bivariate correlation, while the effect analysis of learning styles on learning outcomes and scientific literacy using MANOVA and effect analysis of students' scientific literacy on learning outcomes using ANACOVA. The results of the study indicated that the trend of auditory and kinesthetic learning styles correlated significantly with students' scientific literacy (p <0.05), whereas visual and reading/writing learning styles did not significantly correlate (p> 0.05). The type of learning styles does not have a different effect on student learning outcomes and scientific literacy, but scientific literacy has a significant influence on learning outcomes (p <0.05).

Full Text:

PDF

References

K. Shah, A. Junaid, S. Nandita, Natarajan, Srikant. How different are students and their learning styles?. International Journal of Research in Medical Sciences (2013) 1. 1. 10.5455/2320-6012.ijrms20130808.

Z. Baykan, Nacar. Learning styles of first-year dental students attending Erciyes University in Kayseri, Turkey. Adv Physiol Edu (2007) 31:158-60.

N. D. Fleming. I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer,A., (ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA),HERDSA, (1995) Volume 18, pp. 308 – 313.

Y. Alice, A. Kolb, A. David. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. AMLE, (2005) 4, 193–212, https://doi.org/10.5465/amle.2005.17268566

American Association for the Advancement of Science (AAAS). Science for All Americans, New York: Oxford University Press. (1990).

Organization for Economic Co-operation and Development. The PISA 2006 Assessment Framework—Mathematics, Reading, Science and Problem Solving, Knowledge and Skills. (2006)

OECD “Science Sample Tasks”, in Take the Test: Sample Questions from OECD’s PISA Assesments, OECD Publishing, (2009) http://dx.doi.org/10.1787/978264050815-5/Retrived, 10August 2020.

H. R. Fives. W. Huebner, A. S. Birnbaum, M. Nicolich. “Developing a Measure of Scientific Literacy for Middle School Students” Science Education, 98 (4), 549 - 580 (2014).

C. J. Wenning, Assessing nature-of-science literacy as one component of scientific literacy. J. Phys. Tchr. Educ. Online, 3 (4), (2009).

A. R. Saavedra, & V. D. Opfer. Teaching and Learning 21st Century Skills: Lessons from the Learning Sciences. Asia Society, Partnership for Global Learning (2012).

L. C. Hiong & K. Osman. A Conceptual Framework for the Integration of 21st Century Skills in Biology Education Research. Journal of Applied Sciences, Engineering and Technology 6 (16), pp.2976-2983. http://www. maxwellsci.com/ print/rjaset/v6-2976-2983.pdf. Retrived, 10August 2020 (2013).

C. Laugksch, Rüdiger. Scientiﬁc Literacy: A Conceptual Overview. Article in Science Education. https://www. researchgate.net/publication/200772545/Retrived: 12August 2020, (2000).

C. Gormally, P. Brickman., M. Lutz. Developing a Test of Scientiﬁc Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientiﬁc Information and Arguments. CBE—Life Sciences Education. 11, 364–377. (2012).

OECD. Education at a Glance 2016: OECD Indicators, OECD Publishing, Paris: http://dx.doi.org/10.187/eag-2016-en/Retrieved: 11August 2020 (2016).

A. Okada. Scientific Literacy in the Digital age: Tools, Environments and Resources for Co-inquiry. European Scientific Journal. Special edition 4, 1857 – 7881 (2014).

M. Chatib. Gurunya Manusia: menjadikan Semua Anak Istimewa dan Semua Anak Juara. Bandung: Mizan Pustaka. (2016).

M. Chatib. Semua Anak bintang: menggali Kecerdasan dan Bakat Terpendam dengan Multiple Intelligences Research (MIR). Bandung: Mizan Pustaka. (2019).

S. Kanchi, A. Junaid, S. Nandita, N. Srikant. How different are students and their learning styles?. International Journal of Research in Medical Sciences. (2013). 1. 1. 10.5455/2320-6012.ijrms20130808.

OECD. Results: What Students Know and Can Do Student Performance in Reading, Mathematics and Science. (2009). Diunduh dari http://www.oecd.org/pisa/ 2548. pdfpisaproducts/4885. Retrived, 10August 2020.

OECD. PISA 2012 Results in Focus. What 15-year-olds Know and What They Can Do with What They Know. (2012). Diunduh dari www.oecd.org/pisa/.../pisa-2012-results.htm.Retrived, 10August 2020.

OECD. PISA 2015 Results Excellence and Equity in Education, OECD Publishing, Paris. Vol.I. (2015). Diunduh dari http://dx.doi.org/10.1787/ 9789264266490-en. Retrived, 10August 2020.

OECD. PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris. Volume I. (2019). Diunduh dari https://doi.org/10.1787/7fda7869-en. Retrived, 10August 2020.

M. Chatib. Kelasnya Manusia: Memaksimalkan Fungsi Otak belajar Dengan Manajemen Display Kelas. Bandung: Mizan Pustaka. (2015).

M. Yaumi. Pembelajaran Berbasis Multiple Intelligences. Jakarta: Dian Rakyat. (2012).

B. DePorter, M. Hernacki. Quantum Learning Membiasakan Belajar Nyaman dan Menyenangkan. Bandung: Kaifa Learning. (2013).

Gunawan, A. Harjono, Imran. Pengaruh Multimedia Interaktif dan Gaya Belajar Terhadap Penguasaan Konsep Kalor Siswa. Jurnal Pendidikan Fisika Indonesia 12 (2) (2016) 118-125DOI: 10.15294/jpfi.v12i2.5018.

I. R. Khoeron, N. Sumarna, T. Permana. Pengaruh gaya Belajar Terhadap Prestasi Belajar Peserta Didik Pada Mata Pelajaran Produktif. Journal of Mechanical Engineering Education, Vol.1, No.2 (2014) pg. 291 – 297.

M. Y. Soylu. The Effect of Learning Style on Achievement in Different Learning Environments. The Turkish Online Journal of Educational Technology – TOJET October 2009 ISSN: 1303-6521 volume 8 Issue 4 pg. 43 – 50.

J. C. Deeming, R. Jacqueline. O’Donnell, J. Christopher. Malone. Scientific Literacy: Resurrecting the Phoenix with Thinking Skills. Science Educator. Winter 2012 Vol. 21, No. 2.

A.R. Saavedra, V. D. Opfer. Teaching and Learning 21st Century Skills: Lessons from the Learning Sciences. Asia Society, Partnership for Global Learning. (2013).

NEA. 21st Century Knowledge and Skills in Educator Preparation. (2010). Diunduh dari: www.nea.org/home/57601.htm. Retrived, 10August 2020.

A. E. Lawson. Promoting Creative and Critical Thinking Skills in College Biology. Bioscience, Volume 27(1) (2001) pp. 13-24.

J. Ebenezer, K. Osman, N. Devairakkam, L. Ebenezer. Engaging Students in Environmental Research Projects: Perceptions of Fluency With Innovative Technologies and Levels of Scientific Inquiry Abilities. Journal of Research in Science Teaching Vol. 48, N0. 1, (2011) pp. 94–116.

Piraksa, Chakkrapan, P. Phaprom., R. Artdej, N. Srisawasdi. Exploring Scientific Reasoning Ability in Thai University Students: A Case Study of Khon Kaen University, Thailand. ICER 2011: Learning Community for Sustainable Development. (2011). Diunduh dari http//ora.kku.ac.th/db_research /db/8096.pdf. Diakses pada 30 Agustus 2020.

A. M. Taiyeb, N. Mukhlisa. Hubungan Gaya Belajar dan Motivasi Belajar dengan Hasil Belajar Biologi Siswa Kelas XI IPA SMA Negeri 1 Tanete Rilau. Bionature Vol. 16, No. 1 (2015).

H. Syofyan. Analisis gaya belajar dan motivasi berprestasi terhadap hasil belajar IPA. Jurnal Eduscience Vol. 3, No. 2, (2018) pp. 76-85.

N. Nurlia, Y. Hala, R. Muchtar, O. Jumadi, and M. Taiyeb. Hubungan antara gaya belajar, kemandirian belajar, dan minat belajar dengan hasil belajar biologi siswa. Jurnal Pendidikan Biologi Vol. 6, No. 2, (2017)pp. 321-328.

U. D. Pertiwi, R. D. Atanti, and R. Ismawati. Pentingnya Literasi Sains Pada Pembelajaran IPA SMP abad 21. Indonesian Journal of Natural Science Education (IJNSE) Vol. 1, No. 1, (2018) pp. 24-29.

W. A. Drago and R. J. Wagner. "Vark preferred learning styles and online education", Management Research News, Vol. 27 No. 7, (2004), pp. 1-13. https://doi.org/10.1108/01409170410784211.

R. S. Vaishnav. Learning Styles and Academic Achievement of Secondary School Students. Voice of Research 1 (4) (2013).

R. H. Ibrahim and D. Hussein. Assessment of Visual, Auditory, and Kinesthetic Learning Style Among Undergraduate Nursing Students. International Journal of Advanced nursing Studies 5 (1) (2016) pg. 1-4.

J. L. Dobson. Learning Style Preferences and Course Performance in an Undergraduate Physiology Class. Advances Physiology Education 308–314 (2009); doi:10.1152/advan.00048.2009.

DOI: http://dx.doi.org/10.58258/jime.v7i3.2286