Development of an Expert System for Identifying Students' Learning Styles Using the Euclidean Probability Method

This study aims to determine the effect of learning media and learning styles on learning outcomes in the cognitive domain of students in basic physiology subjects. This study used a quasi-experimental method using a 2X2 factorial design. The findings indicate that: (1) the learning outcomes of students who use model learning media are higher than those of students who use image learning media (2) the learning outcomes of students who have a kinesthetic learning style are higher than the learning outcomes of students who have visual learning styles. (3) there is an influence of the interaction between learning media and learning styles on student cognitive learning outcomes in Basic Physiology courses. (4) cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than realm learning outcomes. cognitive students who have a kinesthetic learning style who learn using image learning media. (5) cognitive learning outcomes of students who have visual learning styles who learn using learning media models are lower than those of students who have visual learning styles who learn using image learning media. (6) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than the cognitive learning outcomes of students who have a visual learning style who learn using model learning media. (7) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using image learning media are lower than the cognitive learning outcomes of students who have a visual learning style who learn using image learning media.

Poor knowledge of mathematical concepts leads to poor math learning outcomes among students. Good reasoning will equip students to explain and argue mathematically. Therefore, the purpose of this study is to determine the comparison of learning outcomes and learning styles of students on trigonometric comparison material in right triangles. The variables in this study are visual learning style, auditorial learning style, and kinesthetic learning style (VAK) as independent variables and math learning outcomes as dependent variables. The participants in this study amounted to 77 people who came from the tenth grade, majoring in mathematics and natural sciences. The data used in this research is quantitative. Quantitative data is data in the form of numbers obtained from the results of a questionnaire consisting of 21 questions and mathematics learning outcomes received after working on a description question with as many as 3 numbers. The data analysis technique in this study is using the Mann Whitney-U test. The results of the survey obtained 23 or 29.9% of students with visual learning styles, 41 or 53.2% of students with auditory learning styles, and 13 or 16.9% of students with kinesthetic learning styles. The average learning outcome of students with a visual learning style is 70.09, students with an auditorial learning style are 71.72, and students with a kinesthetic learning style are 69.29. Based on the results of the analysis using SPSS 26.0, the significance value of each paired group of learning styles is more than the significance level α = 0.05. Therefore, there is no difference in math learning outcomes between students whose learning styles are visual, auditory, and kinesthetic.

INTRODUCTION: Learning styles refer to the ways an individual processes and retain new information and skills. Knowledge about preferred learning styles can assist in developing effective pedagogies and enhance classroom–learning experiences. Optimal learning environments consider how students learn and utilize various teaching methods for curriculum delivery to match specified student learning preferences. METHODS: This cross-sectional study presents the findings of the preferred learning style of 97 physiotherapy students studying in JSS College of Physiotherapy, Mysuru, using a self-administered questionnaire developed by Victoria Chislett and Alan Chapman, 2005. Data were collected using the survey method through Google Forms. RESULTS: We found equal distribution of unimodal and multimodal learning style. Among the unimodal style of learning, 20.6% of participants had predominantly auditory learning style. 15.46% of participants had predominantly visual learning style. 10.3% of participants had predominantly kinesthetic learning style. In multimodal style of learning, 21.6% of participants had predominantly visual and auditory learning styles. 15.46% of participants had predominantly visual and kinesthetic learning style. 12.37% of participants had predominantly auditory and kinesthetic learning style and only 1% of participants had visual, auditory, and kinesthetic learning style. CONCLUSION: The most preferred unimodal learning style among physiotherapy students was auditory followed by visual and kinesthetic. The most preferred multimodal style of learning was visual and auditory, followed by visual and kinesthetic.

The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.

This study aims to determine the relationship between visual, auditory, and kinesthetic learning styles and students' level of understanding of Islamic Religious Education material in eleventh-grade students at SMK Negeri 1 Kebumen. The method used was quantitative with a correlational design. The study subjects included all 504 eleventh-grade students, with sampling conducted using a simple random sampling technique. Referring to Arikunto's opinion, if the population is less than 100, then all students should be included in the sample. However, if the population is large enough, the sampling can range from 10% to more than 50%, depending on the researcher's capabilities and field conditions. In this study, the researchers selected a sample of 20% of the population, or 108 students. Data collection was conducted using a questionnaire containing indicators of visual, auditory, and kinesthetic learning styles (VAK), as well as an instrument to measure understanding of Islamic Religious Education material designed based on the characteristics of each learning style. The collected data were analyzed using various statistical tests, such as instrument validity and reliability tests, as well as prerequisite tests including normality, linearity, and Pearson Product Moment correlation tests. The analysis results showed a very strong relationship between learning styles and material comprehension, with the respective contributions of: visual learning styles at 20,8%, auditory at 23,1%, and kinesthetic at 21,3%.

The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.

Based on preliminary study data at Yadika 8 Jatimulya Vocational School, it was found that mathematics scores, especially in understanding and solving geometric problems, were still low. This information was obtained through documentation studies and interviews with mathematics teachers in class X majoring in AKL-1, who revealed students' difficulties in understanding and solving geometry problems. Even after the material and examples have been taught, students still experience difficulties when faced with new questions with changes in numbers and question patterns. Their ability to analyze story problems and picture questions and relate them to objects around them is also relatively low. In response to these findings, this research aims to describe the spatial abilities of students who have visual, auditory and kinesthetic learning styles. This research is entitled "Analysis of Spatial Visual Ability in Solving Geometry Problems in View of the Learning Style of Class X Students of Vocational School Yadika 8 Jatimulya" and applies descriptive research methods with a qualitative approach. Research subjects were selected using a purposive sampling technique, namely with certain considerations after giving a learning style questionnaire to all class X students at SMK Yadika 8 Jatimulya. One class was selected that had students with three different learning styles: visual, auditory, or kinesthetic. Next, students were given a written test on flat-sided spatial figures to measure their spatial abilities, and unstructured interviews were used as a data collection method. The results showed variations in students' visual spatial abilities based on their learning styles. Students with a visual learning style have good abilities in imagination, concepts, problem solving, and searching for visual patterns. Students with an auditory learning style have good abilities in concepts and problem solving, although their imagination is less strong. Students with a kinesthetic learning style seem to face difficulties in all aspects of visual-spatial abilities. In addition, the test results show that the majority of students have a moderate level of visual spatial ability. They are able to understand geometric concepts and apply them well, but there are some students who show low visual spatial abilities that require further attention. The research results also revealed a correlation between students' learning styles and their visual spatial abilities. Students with a visual learning style tend to have higher visual-spatial abilities than students with an auditory or kinesthetic learning style. This highlights the importance of understanding students' learning styles in designing effective learning strategies. Overall, this research emphasizes the importance of visual spatial abilities in solving geometric problems and the influence of students' learning styles on these abilities. This has important implications in developing learning strategies that suit individual student learning styles, especially in the context of learning geometry at SMK Yadika 8 Jati Mulya. Teachers can utilize the results of this research to design more effective learning approaches and increase the potential of each student.

The aims of this research is to describe the level of Junior High School students’ creativity in solving divergent mathematical problem viewed from the students’ learning style. This study was qualitative descriptive reasearch. The subject of this research was 9 students from the ninth grade of MTs DDI Ujung Lero consisting of 4 students had visual learning style, 3 students had auditorial learning style, and 2 students had kinesthetic learning style. The researcher used purposive sampling and snowball method to select the subject. In collecting data, the researcher used grouping test in learning style, problem solving test of divergent mathematics, and interview. To techniques of data analysis in this research were as follows: (1) reducing data, (2) present of data in narrative text, (3) to conclude the level of students’ creativity at each learning style. The validity of data used time triangulation. Based on the research result, there are two findings as follows: main findings and other findings. The main findings shows that (1) the students with visual and auditorial learning styles can eligible to indicators of creativity, fluently and flexibility, so that those students have the third level of creativity (creative) in solving divergent mathematical problem, (2) while, the students with kinesthetic learning style can eligible to indicators of creativity, namely fluently. So that those students have the first level of creativity (less creative) in solving divergent mathematical problem. Then, the other findings data shows that (1) there are two students with visual learning style are identified having the second level (quite creative) and the forth level (very creative) of creativity in solving divergent mathematical problem, (2) while there is one student with auditorial learning style is identified not creative (level 0). Based on the findings, it can be concluded that the students’ learning styles affect to students’ creativity, so that the teacher should know and understand students’ learning style in order to determine the best method of learning process. It is because each learning style affects to students’ different responses in getting the information.

This research was conducted to determine the relationship between motivation and learning style with learning outcomes of elementary school students. The results of calculating the frequency of learning motivation were 19.85% who scored 81-127 in the medium category and 80.15% in the high category who scored 128 -175, while the low criterion is 0%. The results of the descriptive analysis of student learning styles revealed that 127 or 47.6% of students had an auditory learning style, 61 or 22.8% of students had a visual learning style and 79 or 29.6% of students had a kinesthetic learning style. Based on the results of learning science in terms of frequency, 16 people (5.99%) scored 55-59 had low criteria, and those who got 60-69 scored 56 people (20.97%) had moderate criteria. criteria, and students who scored 70 -100 as many as 195 people (73.03%) had high criteria. The statistical test results showed that there was a moderate or quite strong relationship between learning motivation and learning outcomes, there was a weak relationship between learning styles and learning outcomes, there was a very weak relationship between learning motivation and learning styles and science learning outcomes for elementary school students in Palu.

This study aims to obtain the explanation of mathematical creative thinking skills based on visual and kinesthetic learning styles from mathematical communication skills. The subject of this study is a collection of scores on mathematical creative thinking abilities, learning styles and mathematical communication skills of 26 students of the Laboratory High School UPI, tenth-grade (14 students of visual learning styles and 12 students of kinesthetic learning styles). This study is a comparative causal study. Analysis of data using ANCOVA because in this study involved one dependent variable namely the ability of interval-scale creativity and two independent variables namely category-scale learning style and interval-scale mathematical communication skills as well as covariates. The results of the study show that;1) there is a linear relationship between mathematical communication skills and creative thinking abilities, which that the assumption of ANCOVA is fulfilled;2) there are differences in creative thinking skills between students who have a visual learning style with students kinesthetic learning styles without regard to mathematical communication skills, and based on the average creative thinking abilities of with kinesthetic learning styles higher than visual learning styles;3) there is a simultaneous influence between mathematical communication skills and learning styles towards creative thinking abilities.

This study aims to analyze students' communication skills in solving the minimum numeracy competency assessment questions based on learning styles and to determine whether there is a relationship between students' communication abilities based on learning styles. This study uses a quantitative approach to the type of correlation research. The subjects of this study were students of class VIII SMP Negeri 1 Lhokseumawe T.A. 2021/2022. The data analysis technique is descriptive analysis. The results showed that the communication skills of students with a visual learning style reached 83.33%. These results are in the very good category, where students are able to use various kinds of numbers or symbols related to basic mathematics in solving life problems. Students with an auditory learning style achieve 73.61% are in a good predicate, where students are able to analyze information displayed in various forms (pictures and so on). Furthermore, the achievement of students with kinesthetic learning styles, namely 74.30%, is in the good category. Students are already able to interpret the results of analysis to predict and make decisions, using their own words. There is no significant relationship between visual learning styles and students' mathematical communication skills in solving Numerical questions. Then for the auditory learning style with communication skills there is no significant relationship between auditory learning style and students' mathematical communication skills in solving Numerical questions. Meanwhile, for kinesthetic learning styles and communication skills, there is no significant relationship between kinesthetic learning styles and students' mathematical communication skills in solving Numerical Assesment.

The Society 5.0 era demands inclusive and effective education, yet diverse student needs remain unmet due to limited personalised approaches. The visual, auditory, and kinesthetic (VAK) model offers a promising solution to improve engagement and achievement, especially in biology learning at MAN 1 Kerinci, Jambi, Indonesia. This study aimed to examine the effect of VAK (Visual, Auditory, and Kinesthetic) learning styles on students’ learning achievement in biology subjects in Madrasah Aliyah Negeri 1 Kerinci. Using a quantitative approach with a correlational design, 60 students in class VIII were selected as samples through a purposive sampling technique. Research instruments in the form of learning style questionnaires and student learning achievement data were analysed using descriptive statistics, one-way ANOVA, and Tukey’s HSD post hoc tests. The results showed that learning styles had a significant influence on student learning achievement (p < 0.05), with the auditory learning style producing the highest average achievement compared to the Visual and Kinesthetic learning styles. These findings support the importance of customising learning strategies based on students' learning styles to improve learning outcomes. Recommendations from this study emphasise the need for varied, adaptive, and inclusive learning approaches to optimise students' academic potential.

This study aims to examine the effect of using Canva-based learning media on learning outcomes of Islamic Religious Education (PAI) in class III SDIT Al-Insan Pinrang, as well as how it relates to individual learning styles of students. The problem raised is the extent to which the use of Canva media can improve students' learning outcomes compared to PowerPoint media, taking into account visual, auditory, and kinesthetic learning styles. This study used a quantitative approach with a quasi-experimental non-equivalent control group design, where learners were divided into two groups, namely the experimental group using Canva and the control group using PowerPoint. The research design also involved a 2x3 factorial analysis to see the interaction between learning media and learning styles. Data was collected through pre-test and post-test to measure learning outcomes, as well as a questionnaire to identify learners' learning styles. Hypothesis testing was conducted using two independent samples t-test, one-way ANOVA, and Kruskal-Wallis to see the differences between experimental and control groups, as well as differences based on learning styles. The results showed that the use of Canva had a significant effect on PAI learning outcomes, especially for students with visual and kinesthetic learning styles. However, there was no significant difference between the auditory learning style groups using Canva and PowerPoint. This finding reinforces the importance of considering learning styles in choosing learning media, and shows that visual design-based learning media, such as Canva, can increase learners' motivation and active participation, especially in learning that requires greater visual engagement. This research is beneficial for the development of more adaptive and effective learning methods in primary schools.

This research is motivated by observations at Muhammadiyah junior high school number 3 in Bandar Lampung that ability of students to solve mathematical problems have different thinking skills, diverse learning styles possessed by students in absorbing and processing information while the learning process is taking place and educators have never tested specifically creative thinking and learning styles. The purpose of this research is to determine the level of mathematical creative thinking abilities of students as seen from the visual, auditory and kinesthetic learning styles by Muhammadiyah junior high school number 3 in Bandar Lampung. Subjects for this research were conducted in VIIB and VIIE classes by taking subjects by purposive sampling, namely 2 subjects of visual learning style, 2 subjects in auditory learning styles and 2 subjects of kinesthetic learning styles. The results of this research is to indicate that students with visual learning styles are classified as level 1 (less creative), students with auditorial learning styles are classified as level 1(less creative) and kinesthetic learning is classified as level 1 (less creative) and as level 3( creative).

Background: Critical thinking is an important thing possessed by the students as an order thinking skills which support independent and research-based learning for students. One attempt to fulfill the scientific learning process is conduct a project-based learning by taking into account the motivation and learning styles of students. This study aimed to identify the effect of project based learning, motivation, and visual, auditory and kinesthetic (VAK) learning styles on high school students’ critical thinking skills of the ecosystem topic. This research used quasi-experiment with 2x2x3 factorial design. Research was conducted on high school students in grade 10th in Jakarta as many as 348 students were taken by simple random sampling technique. Data was collected by a motivation and VAK learning style questionnaire and critical thinking skills test. Data was analyzed by General Linear Model Uni-variate ANOVA at α = 0.05. The whole group had a normal distributed and homogeneous data. The results showed that (1) there is the significant effect of the Project-based learning on students' critical thinking skills, (2) motivation affects students' critical thinking skills, (3) VAK learning style does not affect students' critical thinking skills, (4) the interaction between the two independent variables was fitted (learning models*motivation , learning models*VAK learning styles , and motivation * VAK learning style )and does not affect student’s critical thingking skills, and (5) interaction model of learning , motivation , and learning styles affect the students' critical thinking skills. Based on the results above, students’ critical thinking ability can be improved through the project-based learning by taking into several factors such as students’ motivation and learning styles.