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All Journal Jurnal Riset Guru Indonesia Jurnal Penalaran dan Riset Matematika
Hilaria Mbagho
universitas Flores
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS PSIKOLOGI BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA BERDASARKAN TEORI KOGNITIF, KONSTRUKTIVISTIK, DAN BEHAVIORISTIK Nona Musi; Claudia Riwu; Maya Miyi; Yofin Noning; Elsi Bay; Nurul Mansur; Nelson Epu; Hilaria Mbagho
Jurnal Riset Guru Indonesia Vol 5 No 1 (2026): JRGI: Desember 2025 - Maret 2026
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/jrgi.v5i1.626

Abstract

This study aims to analyze the psychology of student learning in mathematics learning based on cognitive, constructivist, and behaviorist theories in Grade IIA students of SDI Onekore 5. The study employed a descriptive qualitative approach through structured observation of 20 students present out of 22 enrolled. The data collection instrument included an observation sheet covering five aspects: attention, comprehension, response, interaction, and learning speed. Results show variations in student comprehension levels: 5 students (25%) in the high category, 10 students (50%) in the moderate category, and 5 students (25%) in the low category. Cooperative learning through group discussion proved effective in enhancing student understanding, reflecting the application of Vygotsky's constructivist theory through the Zone of Proximal Development (ZPD). The use of video media, analog clock props, quizzes, and reflection reflects behaviorist stimulus-response principles and Piaget's cognitive concrete representation. The main finding is that all three learning psychology theories can be synergistically identified within a single learning session. This research contributes to the understanding that an integrated approach is more effective than applying a single theory exclusively in elementary school mathematics learning.
STUDENTS’ LEARNING STYLES AND THEIR IMPLICATIONS FOR MATHEMATICS LEARNING Kamelia Boleng; Afika Mone; Anjani Amir; Resa Djawa; Agustinus Gilang; Celivia Mbu; Joems Sare; Hilaria Mbagho
Jurnal Penalaran dan Riset Matematika Vol. 5 No. 2 (2026): Jurnal Penalaran dan Riset Matematika
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/prisma.v5i2.627

Abstract

This study aimed to describe the learning style tendencies of Grade IV students at SDK Ursula Ende and analyze their implications for mathematics learning. Each individual has unique preferences for receiving and processing information, known as learning styles. Understanding students’ learning styles provides an important basis for designing effective mathematics learning strategies. This study used a qualitative descriptive approach involving direct observation, a learning-style questionnaire based on the VAK (Visual, Auditory, Kinesthetic) model, and structured interviews. The participants were 30 Grade IV students studying fractions, the least common multiple (LCM), and the greatest common divisor (GCD) in mathematics class taught by Ms. Maria Erlina. The results showed that 46.4% of students had a visual learning style, 32.1% a kinesthetic style, and 21.4% an auditory style. The observation findings revealed that some students had difficulty finding common denominators for fractions and distinguishing between the LCM and GCD, which was closely associated with the predominance of a visual learning style that had not been fully accommodated. The study indicates that teachers need to implement differentiated learning strategies by integrating visual media, concrete teaching aids, and verbal discussion. Aligning teaching methods with students’ learning styles was found to increase active engagement and optimize understanding of mathematical concepts.
Co-Authors Afika Mone Agustinus Gilang Anjani Amir Celivia Mbu Claudia Riwu Elsi Bay Joems Sare Kamelia Boleng Maya Miyi Nelson Epu Nona Musi Nurul Mansur Resa Djawa Yofin Noning