CURRICULA: JOURNAL OF TEACHING AND LEARNING
AN OVERVIEW OF STUDENT LEARNING STYLES
IN DIFFERENTIATED LEARNING
Indriani Nisja1.
Ricci Gemarni Tatalia1*.
Elvi Anggreni1 Universitas PGRI Sumatera Barat Email: indrianinisja192@gmail.
com , * riccigemarnitatalia@gmail.
elvhyanggreni1603@gmail.
Submitted: 2024-03-13.
Reviewed: 2024-04-19.
Accepted: 2024-07-02 DOI: 10.
22216/jcc.
3022 URL: http://dx.
org/10.
22216/jcc.
Abstract This research is motivated by differences in student learning styles at school.
This research aims to determine the mapping of learning styles in differentiated learning at Stage D of SMP Negeri 16 Padang.
This research was conducted at SMP Negeri 16 Padang with a qualitative research type.
The research instrument used in this research was a questionnaire.
The sampling technique used was a total sampling technique so that the population became the research The method used in this research is descriptive.
The descriptive method is a research method that attempts to describe a symptom, event, or incident that is occurring at present.
other words, the descriptive method is used to describe an event according to what it was when the research activity took place.
The researcher chose the descriptive research method because this research only focused on learning styles so the technique was descriptive analysis, not content analysis.
Based on the research results, three learning styles were found in SMP Negeri 16 Padang students.
These learning styles are visual, auditory, and kinesthetic learning styles.
The dominant visual learning style is found in class VII.
2 with a percentage of 43%.
The dominant auditory learning style is in class VII.
6 with a percentage of 46%.
The dominant kinesthetic learning style is in class VII.
1 with a percentage of 59%.
From these results, it is known that there are three learning styles in each class, but there is one learning style that dominates in each class.
Based on the results of the learning style mapping above, it can be seen that the learning styles of students in each class are different so differentiated learning can be realized by paying attention to the learning needs of students in each class.
Keywords: mapping, learning styles, differentiated learning Abstrak Penelitian ini dilatarbelakangi oleh perbedaan gaya belajar siswa di sekolah.
Tujuan penelitian ini adalah untuk mengetahui pemetaan gaya belajar pada pembelajaran berdiferensiasi Tahap D SMP Negeri 16 Padang.
Penelitian ini dilakukan di SMP Negeri 16 Padang dengan jenis penelitian Instrumen penelitian yang digunakan dalam penelitian ini adalah kuesioner.
Teknik pengambilan sampel yang digunakan adalah teknik total sampling sehingga populasinya menjadi sampel penelitian.
Metode yang digunakan dalam penelitian ini adalah metode deskriptif.
Menurut (Sudjana, 2.
metode deskriptif adalah metode penelitian yang berusaha mendeskripsikan suatu gejala, peristiwa, kejadian yang terjadi pada saat sekarang.
Dengan kata lain, metode deskriptif digunakan untuk menggambarkan suatu kejadian sesuai dengan apa adanya ketika kegiatan penelitian berlangsung.
Peneliti memilih metode penelitian deskriptif karena penelitian ini hanya difokuskan pada gaya belajar saja sehingga metodenya adalah analisis deskripsi bukan analisis isi.
Berdasarkan hasil penelitian ditemukan tiga gaya belajar pada siswa SMP Negeri 16 Padang.
Gaya belajar tersebut adalah gaya belajar visual, auditori, dan kinestetik.
Gaya belajar visual yang dominan terdapat pada kelas VII.
2 dengan persentase sebesar http://publikasi.
id/index.
php/curricula CURRICULA: JOURNAL OF TEACHING AND LEARNING Gaya belajar auditorial yang dominan terdapat pada kelas VII.
6 dengan persentase sebesar 46%.
Gaya belajar kinestetik yang dominan terdapat pada kelas VII.
1 dengan persentase sebesar 59%.
Dari hasil tersebut diketahui bahwa terdapat tiga gaya belajar pada setiap kelas, namun terdapat satu gaya belajar yang mendominasi pada setiap kelas.
Berdasarkan hasil pemetaan gaya belajar di atas terlihat bahwa gaya belajar siswa pada setiap kelas berbeda-beda sehingga pembelajaran yang berdiferensiasi dapat diwujudkan dengan memperhatikan kebutuhan belajar siswa pada setiap kelas.
Kata Kunci : pemetaan, gaya belajar, pembelajaran berdiferensiasi INTRODUCTION The Merdeka Curriculum emphasizes the application of differentiated learning that is more in favor of student learning interests.
According toAndriani & Nugraheni .
, differentiated learning has benefits for both teachers and students.
Teachers can process and evaluate learning appropriately without being engineered because students receive treatment according to their learning needs.
Correspondingly(Purnawanto, believes that differentiated learning is a learning concept that accommodates the diversity of students' conditions.
This concept states that every student is unique because no one is the same in all conditions.
"Teachers who carry out the teaching process in the classroom by prioritize the students' own interests, readiness, profiles and conditions of the learning environment" (Symbolon, 2.
Mapping learning styles is one of the important activities in learning.
This planning is what is meant by differentiated learning, namely creating learning in the classroom that is adapted to the diversity of learning needs of each student.
According to(Zuana 2.
Visual, auditory, and kinesthetic learning styles can be seen throughout the learning process.
Some students understand better if the teacher explains verbally.
According to (Fitria Anisa et al.
Learning style reflects the way a Students with a visual learning style prefer to sit at the front so they can see clearly, and can learn more effectively by using visual displays such as diagrams, illustrated textbooks, and videos.
Students with an auditory learning style prefer to learn through talking, listening to Students with a kinesthetic learning style prefer direct learning and demonstrations with movement, such as making observations, operating tools, practicing with concrete objects, predicting physical phenomena, applying concepts, scientifically, and asking questions.
Based on visits and interviews conducted with Indonesian language teachers, it is known that at SMP Negeri 16 Padang, the learning process fully implements ideal differentiated learning based on the demands of an independent For example, schools have not mapped student learning profiles according to student learning styles.
This mapping has not been carried out because the school itself does not yet have a learning style instrument that will be used to map student learning styles.
Therefore, the mapping of student learning styles in general and mapping of student learning styles in Indonesian Language Subjects was carried out in the form of a learning style Through several literature reviews, three styles were found, namely visual learning style, auditory learning style and kinesthetic learning style.
According to(Ediyanto, 2.
There are three types of learning styles, namely: .
visual learning style, namely a learning style that emphasizes visual acuity.
This means that concrete evidence must be shown first so they can understand it.
This learning style relies on sight or seeing evidence first before being able to believe it, .
auditory http://publikasi.
id/index.
php/curricula CURRICULA: JOURNAL OF TEACHING AND LEARNING learning style, namely a learning style that relies on hearing to understand and The characteristics of this learning style place hearing as the main tool in absorbing information or knowledge.
This means we have to hear, then we can remember and understand the information, and .
kinesthetic learning style, namely a learning style that requires the individual concerned to touch something that provides certain information so that he can remember it.
Every student definitely has one of these learning styles and it is possible for a student to have two learning styles at once.
Teachers cannot impose the will that students must learn according to the teacher's wishes without paying attention to the studentAos learning styles (Ningrat et al.
A learning process that refers to the Learning Style results of mapping student learning styles will help educators in the learning process according to student needs.
However, this research is only limited to aspects of learning styles.
For this reason, it is hoped that in further research all aspects of students' learning needs, especially aspects of learning profiles such as environment, culture, learning styles and multiple intelligences, can be researched thoroughly.
RESEARCH METHODS
This type of research is qualitative According to(Moleong, 2.
Qualitative methodology is a research procedure that produces descriptive data in the form of written or spoken words from people and observable behavior.
The Table 1.
Grid of differentiated learning instruments Learning number of Statement
Style
Point Number
Type
Visual
1,4,7,10,13,16,19,22,25,28,31,3
Learning 4,37,40,43,46,49,52,55,58,61,64 Style
Auditory Learning 2,5,8,11,14,17,20,23,26,50,29,32 Style
,35,38,41,44,47,50,53,56,59,62,
Kinesthetic 3,6,9,12,15,18,21,24,27,30,33,3 Learning 6,39,42,45,48,51,54,57,60,63,66 Style The subjects in this research were all class VII students who were accepted in 2022/2023.
The samples used in the research were all students spread across 8 classes, namely VII-1.
VII-2.
VII-3.
VII-4.
VII-5.
VII-6.
VII-7, and VII-8.
Table 2.
Research population and sample Total population Class
VII-1
VII-2
VII-3
VII-4
VII-5
VII-6
http://publikasi.
id/index.
php/curricula CURRICULA: JOURNAL OF TEACHING AND LEARNING
VII-7
VII-8
Total Based on student data, a sample of 100% can be drawn from the total population of Stage D class VII students at SMP Negeri 16 Padang, totaling 233 people because the data was taken using a total sampling technique, which means the entire population was sampled.
DISCUSSION