WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE

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.

The objectives of the research were to find out whether a) students’ achievement in reading comprehension taught by using Jigsaw model was higher than taught by using Task-Based Learning (TBL) b) students’ achievement in reading comprehension with visual style was higher than that students with auditory style. The population was the students of SMA Budi Murni 2 Medan with 104 students. The samples were 3 parallel classes and two classes by applying cluster random sampling. The questionnaire was administered for classifying the students upon the visual and auditory learning style. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result proved that students’ achievement in reading comprehension taught by using Jigsaw was higher than that taught by using TBL, students’ achievement in reading comprehension with visual learning style was higher than those with auditory learning style and there was interaction between models of learning and learning styles on students’ achievement in reading comprehension. Moreover, Tuckey-test result also showed that visual style students got higher achievement if they were taught by using Jigsaw model while auditory style students got higher achievement if they were taught by using TBL model. Keywords: Effect; Models of Learning; Reading Comprehension; Students’ Learning Style; Students’ Achievement

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.

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.

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.

Learning styles denote the talent of learner to identify and process information in learning situations. The capability to recognize students’ learning styles can escalate the educational outcomes. We take in information through our senses. VAK (Visual, auditory, Kinaesthetic or tactile) learning style is in which students use three of their senses to receive information. This study researches the learning preferences (visual, auditory, kinaesthetic) for which the students completed the self-report instrument Learning Style Survey (VAK) Faculty can include these learning styles in their classroom events so that students are made proficient to be successful in their courses. The purpose of this study is to measure Visual, Auditory, and tactile learning style among postgraduate management students. A descriptive study is undertaken. Data for the study is collected from a sample of 101 postgraduate management degree students out of which were males and were females., Frequencies and Percentage was used for data analysis. The results show that the visual, auditory and kinesthetic learning style is the same order in which the study sample responded (54.5%) (35.6%) and (4.0%), respectively. Male students prefer the visual and auditory learning styles) more than female students, while preference for kinesthetic learning style was seen predominantly in male students only. From the mean values it can be said that female students preferred the visual learning style more while the male students preferred the tactile learning style. The researcher recommends that management educators learn about students ’learning styles and offer a teaching style that includes methods to benefit all the learning styles.

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 research was purposed to discover students’ learning style and the differences of students’ grammar ability among the visual, auditory and kinesthetic learning style. The research followed comparative quantitative design. The participants of the research were 83 students of the sixth semester of English education department of State Islamic University of Sjech M. Djamil Djambek Bukittinggi. Data were collected by using questionnaire and documentation. Data analysis was conducted using descriptive statistical analysis of SPSS program after scoring the respondents’ questionnaire response by Likert scale point and calculating students’ final score of grammar subject. The results revealed the dominant style that students have are visual, auditory and kinesthetic learning style and visual style as the majority. The compared students’ grammar final score exhibited differences of students’ grammar ability. Students with kinesthetic learning style obtained the highest score (88,72) and also the lowest score (66) than visual and auditory learning style. The highest mean score was obtained by auditory learning style (82,33). In conclusion, students’ grammar ability was significantly different among the students with visual, auditory and kinesthetic learning style.

This study aims to describe students' visual mathematical reasoning abilities based on visual learning styles, auditory, and kinesthetic (VAK) in solving systems of linear equations. The research approach used is qualitative with a case study design. The research subjects involved were 30 students of class VIII at a private school in Surakarta. The research instrument used was a VAK learning style questionnaire, visual reasoning test (TPV) questions, and interview guidelines. Data analysis was carried out inductively, namely data collection, data reduction, data presentation, and drawing conclusions. The results showed that there was a diversity of students' reasoning abilities based on learning styles. Although visual and auditory students are able to present mathematical expressions in visual form in the form of graphs, their ability to describe graphs is relatively diverse. In other words, visual and auditory students have various abilities on various investigative indicators. Meanwhile, students with kinesthetic learning styles cannot present mathematical expressions in the form of graphs so they cannot describe visual objects. In other words, kinesthetic students are not able to fulfill the investigation indicators. Thus, it can be concluded that the visual reasoning ability of the kinesthetic student's investigative dimension is the weakest compared to the visual and auditory learning styles. Meanwhile, the dimensions of student investigation with visual and auditory learning styles are relatively diverse.

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%.

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

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 describe the errors made by students in solving story problems using Newman’s procedure analysis and in terms of students’ learning styles. The type of research used is descriptive qualitative research. The subjects of this study were students of class VIIIع with a total of 23 students and selected using purposive sampling as many as 9 students based on visual, auditory and kinetic learning styles. The data collection technique in this study used a learning style questionnaire test which was tested with 23 students of class VIIIع, a story problem test on the system of linear equations of two variables which was tested with 9 students who were selected based on learning style groups and interviews. Based on the results of the study there were 10 students with visual learning styles, 9 students with auditory learning styles and 4 students with kinaesthetic learning styles. Obtained from the research data are: a) Students with visual learning styles made errors based on Newman’s procedure in understanding the problem and writing the final answer; b) Students with auditory learning styles made errors based on Newman’s procedure on understanding the problem, transformation, process skills and writing the final answer, c) Students with kinaesthetic learning styles made errors based on Newman’s procedure on understanding the problem, transformation, process skills and writing the final answer.

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.

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).