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All Journal Jurnal Geliga Sains: Jurnal Pendidikan Fisika Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Journal of Natural Science and Integration Jurnal JUMPED (Jurnal Manajemen Pendidikan) Proceedings of the 1st UR International Conference on Educational Sciences Akrab Juara : Jurnal Ilmu-ilmu Sosial Journal of Educational Sciences Journal of Indonesian Science Teachers
Zulirfan Zulirfan, Zulirfan
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Library & Information Science Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Journal : Journal of Natural Science and Integration

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Implementation of Visual, Auditory, and Kinesthetic (VAK) Differentiated Learning to Improve Scientific Communication Skill in Science Subjects Fitra, Devi Kurnia; Copriady, Jimmi; Zulirfan, Zulirfan
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.23988

Abstract

This study aims to improve students' scientific communication skills through the implementation of differentiated VAK (Visual, Auditory, and Kinesthetic) learning in the "Motion and Force" topic for Grade VII of junior high school, in response to the demands of the Independent Curriculum, which emphasizes student-centered learning by accommodating diverse learning needs. This quantitative research employed a quasi-experimental approach with a Nonequivalent Pretest-Posttest Control Group Design. The study involved 100 students from SMPN 1 Tembilahan, divided into experimental and control groups. Data analysis was conducted both descriptively and inferentially to assess the impact of VAK-differentiated learning compared to conventional scientific learning methods on the enhancement of scientific communication skills. Scientific communication abilities were evaluated based on six indicators: information retrieval, scientific reading, scientific writing, listening and observation, information representation, and knowledge presentation. Pretests and posttests were administered to both groups. The results showed that the average posttest scores of the experimental group were significantly higher than those of the control group. Furthermore, the MANOVA test confirmed a significant difference in the improvement of scientific communication skills between the groups, indicating that VAK-differentiated learning effectively supports the development of scientific communication competencies among students.Keywords: scientific communication, VAK differentiation
Co-Authors AA Sudharmawan, AA Andeni, Khania Devi Risma Edwana, Neiny Eka Putri, Suhefni Eka Putri, Suhefni Fakhruddin Fakhruddin Fakhruddin Z Fitra, Devi Kurnia Gimin Gimin Hafiza, Deswita Haidi, Rahmat Zul Hasanah, Dewi Nurul Hendar Sudrajad Hendar Sudrajat Hendro Angga, Hendro Iksan, Zanaton Haji Jimmi Copriady Khairy, Hijraturrahma Kurnia, Nina Kurnia, Nina Kurnia, Nina M. Rahmad M. Rahmad M. Rahmad, M. Rahmad M. Syafi’i, M. Syafi’i Mochammad Imron Awalludin Mohd. Meerah, Tamby Subahan Muhammad Sahal muhammad Sofyan Hadi Mulia, Shilvi Nisyak, Khairun Nur Islami Nurfitrianis, Nurfitrianis NURLIANA NURLIANA Padri, Afrizal Pratama, Handoko Anas Rio Hermadi, Rio Sari, Mila Taufik Akbar Triani, Trisna Be Viranda, Nurrahmi Putri Wardoyo, Anita Wartilah, Wartilah Yennita