The Effect of Learning Styles on Learning Outcomes of 4th Grade Elementary School Students

Erry Yusuf; Vera Yuli Erviana

doi:10.56741/ijlree.v1i02.72

Authors

Erry Yusuf Universitas Ahmad Dahlan
Vera Yuli Erviana
vera.erviana@pgsd.uad.ac.id
Universitas Ahmad Dahlan

DOI:

https://doi.org/10.56741/ijlree.v1i02.72

Keywords:

Learning Style, Learning Outcomes, Primary School Education

Abstract

The main problem in this study is whether student learning styles influence the learning outcomes of fourth-grade students at SD Negeri Nogotirto. This type of research is quantitative or experimental research with a quasi-experimental design. The population in this study were fourth-grade students, and the sample of this study used a saturated sample using the total number of fourth-grade students at SD Negeri Nogotirto. Twenty-five students of class IVA and 25 students of class IVB. The instruments used in this study were a learning style questionnaire, pretest and posttest sheets of student learning outcomes. The results showed that the data analysis used descriptive and inferential analysis. The results showed that the inferential statistical analysis used the Independent sample t-test formula with the help of IBM SPSS Statistics 21 Software. The 2-tailed significance value was 0.043 <0.05, so based on the decision-making provisions, it can be concluded that H1 is accepted and H0 is rejected. It means that there is an influence of learning style on the learning outcomes of fourth-grade students of SD Negeri Nogotirto.

Downloads

Download data is not yet available.

Author Biographies

Erry Yusuf, Universitas Ahmad Dahlan

is a graduate of the Elementary School Teacher Education Study Program at Ahmad Dahlan University, Yogyakarta, Indonesia. He has a keen interest in learning strategies, learning innovations, and elementary education curriculum. During his studies, he actively participated in various activities related to education and teaching, such as internship programs at elementary schools, seminars and workshops on innovative learning, and curriculum development activities. (email: erryusufsaputra@gmail.com).

Vera Yuli Erviana, Universitas Ahmad Dahlan

Vera Yuli Arviana is a lecturer at the Elementary School Teacher Education Study Program, Ahmad Dahlan University, Yogyakarta, Indonesia. Her research and community service activities are focused on the use of technology in elementary schools. She has many books and articles published in various reputable journals. (email: vera.erviana@pgsd.uad.ac.id).

References

Moussa, N. (2014). The importance of learning styles in education. Institute for Learning Styles Journal, 1(2), 19-27.

Sadeghi, N., Kasim, Z. M., Tan, B. H., & Abdullah, F. S. (2012). Learning styles, personality types and reading comprehension performance. English Language Teaching, 5(4), 116-123.

Akrim, A., Nurzannah, N., & Ginting, N. (2020, February). Integrated Thematic Learning Program For Teachers Of Sd Muhammadiyah In The City Of Medan. In Proceeding International Seminar Of Islamic Studies (Vol. 1, No. 1, pp. 950-955).

Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The journal of economic education, 31(1), 30-43.

Kolb, D. A. (2007). The Kolb learning style inventory. Boston, MA: Hay Resources Direct.

Arievitch, I. M. (2020). Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives. Learning, culture and social interaction, 27, 100473.

Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (iJET), 15(8), 71-82.

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), 1-8.

Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent education, 3(1), 1217819.

Ningrat, S. P., Tegeh, I. M., & Sumantri, M. (2018). Kontribusi gaya belajar dan motivasi belajar terhadap hasil belajar Bahasa Indonesia. Jurnal Ilmiah Sekolah Dasar, 2(3), 257-265.