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All Journal Plusminus: Jurnal Pendidikan Matematika Indonesian Journal of Mathematics Education
Kartina, Tina
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Education Mathematics Other

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Dominant Visual Learning Styles Among Students: Implications for Differentiated Learning Kartina, Tina; Afriansyah, Ekasatya Aldila
Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v4i2.2093

Abstract

Dalam pembelajaran berdiferensiasi, gaya belajar siswa harus diperhatikan agar guru dapat menentukan strategi pembelajaran yang tepat untuk memenuhi semua kebutuhan belajar siswa, Tujuan penelitian ini untuk mendeskripsikan dan melakukan pengecekkan terhadap gaya belajar siswa. Metode yang digunakan adalah metode deskriptif kualitatif. disimpulkan bahwa gaya belajar siswa kelas VII SMP Negeri 3 Banyuresmi didominasi oleh gaya belajar visual. Hasil pengumpulan angket, wawancara, dan observasi dilakukan sebagai cara untuk melakukan pengecekan (klarifikasi) atas hasil tes gaya belajar yang dilakukan pada laman akupintar. Ternyata ketiga siswa yang diambil sebagai objek penelitian menunjukkan hasil dominan gaya belajar visual, padahal menurut hasil tes pada laman akupintar siswa tersebut memiliki gaya belajar visual, auditori, dan kinestetik. Tes gaya belajar ini perlu dilakukan agar guru dapat mempersiapkan strategi pembelajaran berdiferensiasi yang tepat untuk memenuhi kebutuhan belajar siswa sesuai dengan gaya belajar yang berbeda-beda. In differentiated learning, students' learning styles must be taken into account so that teachers can determine appropriate strategies to meet all students' learning needs. This research aims to describe and analyze students' learning styles. The method used is a qualitative descriptive approach. The findings indicate that the learning styles of Class VII students at SMP Negeri 3 Banyuresmi are predominantly visual. Questionnaires, interviews, and observations were conducted to cross-check and clarify the results of the learning style tests administered on the Akupintar platform. The analysis revealed that the three students selected as research subjects exhibited dominant visual learning styles, even though the test results on the Akupintar platform indicated that these students possessed a combination of visual, auditory, and kinesthetic learning styles. Conducting learning style assessments is essential for enabling teachers to design suitable differentiated learning strategies that address the diverse learning needs of students.
Interactive Multimedia in Differentiated Learning: Improving Students' Mathematical Representation and Confidence Kartina, Tina; Sundayana, Rostina; Puspitasari, Nitta
Indonesian Journal of Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i2.2936

Abstract

This study investigates the role of interactive multimedia in differentiated learning to enhance students’ comprehension, mathematical representation, and self-confidence, while accounting for their diverse learning styles. The research involved 97 eighth-grade students at a public junior high school at Garut Regency, Indonesia, divided into four classes. A quantitative approach with a quasi-experimental design was employed, grouping students homogeneously and heterogeneously based on visual, auditory, and kinesthetic learning styles. Data were collected using mathematical comprehension and representation tests, as well as a self-confidence questionnaire. The results show improvements in mathematical comprehension by 17.59 points in homogeneous group and 16.86 points in heterogeneous group, and increases in representation ability by 13.08 and 12.41 points, respectively. Students’ self-confidence also increased in both groups, with a difference of 0.169 points. These findings indicate that interactive multimedia integrated into differentiated learning significantly enhances students’ cognitive and affective outcomes. In conclusion, multimedia aligned with students’ learning styles fosters an inclusive and adaptive learning environment, supports differentiated instruction, and strengthens students’ conceptual understanding and confidence.
Co-Authors Ekasatya Aldila Afriansyah Puspitasari, Nitta Rostina Sundayana