SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS

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.

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.

This research to analyze the used of learning media and conformity between the learning media used in Theme 7 with the learning style of students in grade IV Elementary School. The research method used was descriptive qualitative. The reseacrh subjects were teachers and students of grade IV F Ta’mirul Islam Elementary School. The learning styles distinguished in visual, audiotorial and kinesthetic. The results of this research show that the media used in learning Theme 7 was suitable and in accordance with the principles and considerations of learning media selection. From 24 students, 12 students with visual learning style, 7 students with audiotorial learning style, and 5 students with kinesthetic learning style. The conclusion of this research was learning media used in Theme 7 facilitates more visual learning styles, but there are also learning media that facilitate audiotorial learning styles and kinesthetic learning styles. The implication of this research can increase knowledge about the use of learning media that is reviewed from learning style and can encaurage teachers to pay attention to consideration in the use of learning media especially learning style of students . Keywords: Learning Media, Thematic Learning, Theme 7 Indahnya Keragaman di Negeriku, Elementary School, and Learning Style of Students.

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.

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.

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.

This study aims to analyze and determine the needs of teachers and students for a learning media development in the form of a STEM-based student worksheet application in . Data obtained through observation, interviews and student learning style questionnaires given to teachers and students of SMA N 1 Muaro Jambi. Teachers need an interesting and interactive learning media that can attract students' interest, while students need learning media that combines all aspects of visual, audiotorial and kinesthetic learning styles which are obtained from questionnaires.that students have visual, kinesthetic and audiotorial learning styles with a percentage of 58.3%, 58.3% and 52.8%. So thatResearchers will develop student worksheets in digital form that refer to the results of the learning style analysis. Products produced are in the form of android and based on STEM.

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 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.

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.

In learning activities, one of the efforts that can be done to improve students' learning abilities is to support learning styles that are following the objectives so that learning can be done effectively. This research was conducted at Junior High School 1 Kalisat, located at Jl. Diponegoro 52 Kalisat, Jember. This study aims to describe the students' critical thinking processes in solving fraction problems in terms of visual, auditory and kinesthetic learning styles. Data collection techniques used consisted of learning style questionnaires, critical thinking tests, and interview method. The subjects in this study were 6 students consisting of 2 students who represented visual, auditory, and kinesthetic learning styles. Based on data analysis, the results show that students with a visual and kinesthetic learning style meet five indicators of critical thinking, namely basic clarification, basic skills, concluding, further clarification, and strategies and tactics. Students with auditory learning styles meet the four indicators of critical thinking namely basic clarification, building basic skills, further clarification, and concluding. While students with auditory learning styles are less able to meet the indicators of strategies and tactics.
 Keywords: Critical Thinking, Learning Styles, Fraction Problems

This study aims to describe students' spatial-visual ability in solving PISA questions in shape and space content based on visual, auditory, and kinesthetic learning styles. This type of research used in this research is descriptive qualitative research. Subjects in the study were six students from Class X MIPA 3 SMA Negeri 2 Tanggul consisting of two students from each of the visual, auditory and kinesthetic learning styles. The data collection methods used were questionnaires, tests, and interviews. The instruments used in this study were learning style questionnaires, shape and space content PISA test questions, and interview guidelines. The results showed that the achievement of the characteristics of the sixth spatial-visual abilities of the subjects differed. Students with a visual learning style can meet the characteristics of pattern search, conceptualization, problem-solving, and imagination in full. Students with an auditory learning style can meet the characteristics of conceptualization, problem-solving, and imagination completely but are unable to meet the characteristics of pattern search. Students with kinesthetic learning styles meet the characteristics of problem solving and imagination but are unable to meet indicators on the characteristics of pattern search and conceptualization. This can be seen from the results of solving the questions given and interviews conducted on the research subjects.
 Keyword: Spatial-Visual Ability, PISA Questions on Shape and Space Content, Learning Style

Indonesian students' PISA results in the field of mathematics are still relatively low and students are not yet accustomed to questions characterized by real contexts such as PISA questions, so students often make mistakes in solving PISA model questions. This research aims to describe students' mistakes in solving PISA model questions in the content domain. in terms of learning style. This research is an exploratory descriptive research with a quantitative and qualitative approach. The sample in this study was high school students. The sample in this research was determined using techniques stratified proportional random sampling. Data analysis was carried out by calculating the percentage of errors based on student test results, testing differences in the number of students' errors in solving PISA model questions in terms of learning styles using the Anova test. The research results show that overall, the errors of students with a visual learning style are in the medium category while the errors of students with auditory and kinesthetic learning styles are in the high category. However, inferentially, there is no significant difference in the number of student errors in solving PISA model questions between students with visual, auditory and kinesthetic learning styles. Therefore, this study suggests that teachers should provide non-routine questions in learning. This is to reduce errors made by students when solving problems. In other words, giving non-routine questions can improve students' problem solving abilities. The implications of this research are able to identify types of errors based on student learning styles, so that the learning interventions provided can be more targeted and effective.

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%.