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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Advances In Education Journal
Revara Gracia Venesa
Universitas Jambi
Education

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PENGARUH GAYA BELAJAR VISUAL, AUDITORI, KINESTETIK TERHADAP PENCAPAIAN IPAS KELAS IVB SDN 64/1 MUARA BULIAN Chinta Dwi Zahwa; Rana Nazihah; Mutiara Rahmadani; Revara Gracia Venesa; Khairunnisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8412

Abstract

The implementation of IPAS (Science and Social Studies) learning in elementary schools often encounters obstacles due to students’ diverse learning styles. A mismatch between teaching methods and students’ characteristics can reduce learning effectiveness. This study aims to identify the dominant learning style among fourth-grade students at SDN 64/1 Muara Bulian and its implications for IPAS learning. A descriptive quantitative approach was employed by distributing a learning style questionnaire to 25 students. The instrument consisted of three main categories: visual, kinesthetic, and auditory. The results showed that the visual learning style was dominant, with 44% (11 students), followed by kinesthetic at 36% (9 students), and auditory at 20% (5 students). This finding indicates that most students comprehend material more easily through visual media such as images, concept maps, and instructional videos. The results emphasize the importance of teachers designing adaptive and varied IPAS learning strategies by combining visual, kinesthetic, and auditory approaches to accommodate all students effectively.
Analisis Pengaruh Lingkungan Kelas Terhadap Keyakinan Diri (Self-Efficacy) Murid Fase A di SDN 80/I Muara Bulian Alifa Dwi Meiyana; Revara Gracia Venesa; Chinta Dwi Zahwa
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

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Abstract

Classroom distractions significantly hinder early-grade literacy and numeracy development, yet their psychological impact remains understudied. This study aims to analyze the influence of classroom environment distractions on the self-efficacy of first-grade students during early calistung learning. Utilizing an empirical descriptive qualitative design, data were collected from February to March 2026 at SDN 80/I Muara Bulian through classroom observations, interviews with the homeroom teacher, and documentation involving 27 students. The results revealed that auditorial, material, and social distractions disrupted students' cognitive focus during tasks. This continuous interruption led to a sharp decline in students' psychological self-efficacy, causing profound self-doubt. Consequently, students resorted to copying peers' work as a maladaptive coping mechanism to avoid errors. In conclusion, technical calistung mastery requires adaptive classroom management that prioritizes psychological reinforcement and emotional safety over mere physical order.
Co-Authors Alifa Dwi Meiyana Chinta Dwi Zahwa Khairunnisa Mutiara Rahmadani Rana Nazihah