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All Journal Journal of Research in Science and Mathematics Education
Dewi Kristika Findya Ning Tyas
Cenderawasih University
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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Pengaruh Gaya Belajar dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa di Kelas VIII SMP YPK Kotaraja Wa Ode Chelsi Nur; Happy Lumbantobing; Rian Efendi; Raoda Ismail; Dewi Kristika Findya Ning Tyas; Agnes Teresa Panjaitan; Mayor Manurung; Elieser Kulimbang
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2254

Abstract

Purpose: This study examined the individual and joint effects among Grade 7 students at SMP YPK Kotaraja, Papua, Indonesia. Methodology: A quantitative ex post facto design was employed with 129 students selected proportionally from a population of 187. Data were obtained through validated questionnaires measuring visual, auditory, and kinesthetic learning styles and self-regulated learning, together with official mathematics grades. Simple and multiple linear regression analyses were used after the data met assumptions. Findings: The results showed that learning styles and self-regulated learning each significantly predicted mathematics learning outcomes, with self-regulated learning exerting the stronger contribution. When examined simultaneously, both variables explained 82.3% of the variance in mathematics learning outcomes. The visual learning style predominated, representing 51.94% of the sample. These findings indicate that students’ capacity to plan, monitor, regulate, and evaluate their learning is more strongly associated with mathematics achievement than learning preferences alone. Significance: Learning styles remain relevant for designing responsive instruction, but instructional strategies should prioritize learner autonomy, responsibility, and active engagement. Overall, strengthening self-regulated learning while accommodating diverse learning styles may support improved mathematics learning outcomes and more responsive mathematics instruction in underrepresented educational contexts.
Co-Authors Agnes Teresa Panjaitan Elieser Kulimbang Happy Lumbantobing Ismail, Raoda Mayor Manurung Rian Efendi Wa Ode Chelsi Nur