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Lisdayani Lisdayani
Universitas Muhammadiyah Aceh
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Analysis of the Differences in VAK Learning Styles and Learning Motivation in Terms of Active and Inactive Organizational Membership Sriana Septiawati; Julia Aridhona; Lisdayani Lisdayani; Widia Safitri
Jurnal Indonesia Sosial Sains Vol. 7 No. 3 (2026): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v7i3.2277

Abstract

Adolescents often feel pressured to conform to their peers, particularly in terms of physical appearance, behavior, and social values. The current phenomenon of adolescent problems is diverse, encompassing psychological, social, and educational challenges. Education is an activity that is inseparable from the learning process, both inside and outside the classroom. The Student Council (OSIS) serves as a forum for student development aimed at developing students’ interests, talents, and potential holistically. Learning styles are preferred ways of thinking, processing, and understanding information. The root of the educational crisis is ineffective learning. Learning motivation is defined as a change in energy within an individual characterized by the emergence of affective feelings and reactions directed toward achieving goals. This study aims to analyze the differences in learning styles (VAK: visual, auditory, and kinesthetic) and learning motivation in terms of active and inactive organizational membership. The data collection method used was a questionnaire on learning styles (VAK) and learning motivation. Overall, the Spearman correlation coefficient (ρ = 0.284) indicates a weak positive relationship between learning styles and learning motivation. A p-value of 0.002 indicates that this relationship is statistically significant (p < 0.05). This means that, although the relationship is not strong, there is a tendency for certain learning styles, particularly kinesthetic learning, to be associated with higher levels of learning motivation. This finding underscores the importance of learning approaches that support active and enjoyable learning styles in maintaining or enhancing students’ learning motivation.
Analisis Perbedaan Gaya Belajar VAK dan Motivasi Belajar Ditinjau dari Keaktifan Berorganisasi dan Tidak Berorganisasi Sriana Septiawati; Aridhona Aridhona; Lisdayani Lisdayani; Widia Safitri
Jurnal Psikologi Vol 22 No 1 (2026): JURNAL PSIKOLOGI
Publisher : LPPM Universitas Proklamasi 45

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30588/jpsi.v22i1.2551

Abstract

Adolescents often feel pressured to conform to their peers, particularly in terms of physical appearance, behavior, and social values. The current phenomenon of adolescent problems is diverse, encompassing psychological, social, and educational challenges. Education is an activity that is inseparable from the learning process, both inside and outside the classroom. The Student Council (OSIS) serves as a forum for student development aimed at developing students' interests, talents, and potential holistically. Learning styles are preferred ways of thinking, processing, and understanding information. The root of the educational crisis is ineffective learning. Learning motivation is a change in energy within an individual characterized by the emergence of affective feelings and reactions in achieving goals. This study aims to analyze the differences in learning styles (VAK) and Learning Motivation in terms of Organizational and Non-Organizational Engagement. The data collection method used was a questionnaire on learning styles (VAK) and Learning Motivation. Overall, the Spearman coefficient (ρ = 0.284) indicates a weak positive relationship between learning styles and learning motivation. A p-value of 0.002 indicates that this relationship is statistically significant (p < 0.05). This means that, although not strong, there is a tendency for certain learning styles, particularly kinesthetic learning, to be associated with higher levels of learning motivation. This finding underscores the importance of learning approaches that support active and enjoyable learning styles in maintaining or enhancing student learning motivation.
Sosialisasi Identifikasi Anak Usia Dini dengan Tema “Cerdas Mengenali, Bijak Membimbing”: Pengabdian Ayu Safira; Lisdayani Lisdayani; Siti Indah Oktaviana
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.7817

Abstract

Anak usia dini mengalami perkembangan pesat dalam berbagai aspek, sehingga pemahaman karakteristik dan kebutuhannya penting bagi pengasuhan dan pendidikan. Artikel ini bertujuan menganalisis karakteristik dan aspek perkembangan anak usia dini, prinsip pengenalan secara holistik, serta strategi observasi dan asesmen yang sesuai. Penelitian menggunakan kajian pustaka naratif terarah dengan menelaah literatur ilmiah, dokumen kebijakan, dan sumber institusional bereputasi, terutama dalam sepuluh tahun terakhir. Analisis dilakukan melalui identifikasi konsep, pengelompokan temuan, perbandingan sumber, dan sintesis tematik. Hasil kajian menunjukkan bahwa perkembangan anak bersifat multidimensional, meliputi fisik-motorik, kognitif, bahasa, sosial-emosional, nilai agama/moral, dan pengalaman belajar. Bermain menjadi konteks penting untuk eksplorasi, pemecahan masalah, komunikasi, dan pengembangan sosial-emosional. Pengenalan anak perlu dilakukan berkelanjutan melalui observasi alami, dokumentasi perkembangan, komunikasi keluarga, dan asesmen sesuai tujuan. Kajian menghasilkan matriks indikator praktis sebagai panduan awal pengamatan, bukan alat diagnosis. Implikasinya, pendidik dan orang tua perlu menghindari pelabelan serta menciptakan lingkungan yang aman, responsif, berbasis bermain, dan sesuai individualitas anak.
Co-Authors Aridhona Aridhona Ayu Safira Julia Aridhona Siti Indah Oktaviana Sriana Septiawati Widia Safitri