Differences in Understanding Basic Social Studies Concepts among Students Reviewed from Learning Motivation and Learning Style Perspectives

Aurelya Andini Putri; Inggit Dyaning Wijayanti; Ikhlasul Ardi Nugroho; Fery Muhamad Firdaus; Sherly Ika Savitri

doi:10.56741/IISTR.ijlree.001771

Authors

Aurelya Andini Putri
aurelyaandini.2024@student.uny.ac.id
Universitas Negeri Yogyakarta
Inggit Dyaning Wijayanti Universitas Islam Negeri Sunan Kalijaga https://orcid.org/0009-0005-6335-5882
Ikhlasul Ardi Nugroho Universitas Negeri Yogyakarta https://orcid.org/0000-0003-1703-1527
Fery Muhamad Firdaus Universitas Negeri Yogyakarta https://orcid.org/0000-0001-5116-8354
Sherly Ika Savitri Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.56741/IISTR.ijlree.001771

Keywords:

Basic Concept, Elementary Education, Learning Motivation, Learning Style, Social Studies

Abstract

This study examines differences in students' understanding of basic social studies concepts in the Islamic Elementary Teacher Education Program (PGMI) according to learning motivation and learning styles. A 2×3 factorial quantitative design was employed, and data were analyzed using the Kruskal–Wallis nonparametric test followed by post hoc analysis. The results show that learning motivation does not significantly affect students’ understanding of social studies concepts (p = 0.921 > 0.05). In contrast, learning style has a significant effect (p = 0.037 < 0.05). Further post hoc analysis with a Bonferroni correction reveals a significant difference between the auditory (A2) and kinesthetic (A3) learning styles (p = 0.039 < 0.05). Descriptive findings indicate that students with a kinesthetic learning style achieved higher average scores (95.86) compared to those with an auditory style (89.92). This suggests that kinesthetic learners demonstrate better conceptual understanding. Overall, the findings confirm that motivation level does not differentiate students’ conceptual understanding, while learning styles—particularly kinesthetic—play a significant role. The study highlights the importance of considering diverse learning styles in instructional design to improve students’ conceptual mastery in social studies.

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Author Biographies

Aurelya Andini Putri, Universitas Negeri Yogyakarta

is a student currently pursuing a master's degree in elementary education at Universitas Negeri Yogyakarta, Indonesia. Her research interests focus on elementary education, social studies at the elementary level, and the characteristics of elementary school students. (email: aurelyaandini.2024@student.uny.ac.id).

Inggit Dyaning Wijayanti, Universitas Islam Negeri Sunan Kalijaga

is a lecturer at Universitas Islam Negeri Sunan Kalijaga, Indonesia. Her research interests focus on elementary school teacher education, media and teaching materials development, the application of learning models, and social science education at the elementary level. (email: inggit.wijayanti@uin-suka.ac.id).

Ikhlasul Ardi Nugroho, Universitas Negeri Yogyakarta

is a lecturer at Universitas Negeri Yogyakarta, Indonesia. His research interests focus on elementary school teacher education, science education, development of science media and teaching materials, and implementation and development of science learning models. (email: ikhlasul@uny.ac.id).

Fery Muhamad Firdaus, Universitas Negeri Yogyakarta

is a lecturer at Universitas Negeri Yogyakarta, Indonesia. His research interests focus on elementary school teacher education, mathematics education, development of mathematics media and teaching materials, and application and development of mathematics learning models. (email: fery.firdaus@uny.ac.id).

Sherly Ika Savitri, Universitas Negeri Yogyakarta

is currently pursuing a master's degree in elementary education at Universitas Negeri Yogyakarta, Indonesia. Her research interests focus on elementary education, social studies at the elementary level, and the development of media, teaching materials, or student worksheets. (email: sherlyika.2024@student.uny.ac.id).

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