ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
This study aims to examine the learning styles and creativity of Islamic education
management students at IAIN Bukittinggi. The research design uses a quantitative
approach involving survey methods. The research, which was conducted at IAIN
Bukittinggi, involved a sample of 44 students consisting of 22 male students and 22 female
students. The research instrument used to collect data was a questionnaire with a Likert
scale of up to five according to the local context. The study was analyzed using descriptive
and inferential statistics. Descriptive statistics consist of min value, standard deviation,
percentage and frequency. While inferential statistics involve the use of statistical
techniques MANOVA and Pearson Correlation. The results of the study found that the level
of competitive, avoidant and free learning styles was at a high level, while the
collaborative learning style was at a low level. While the creativity of originality, flexibility
and fluency of students is at a dominant or high stage. The MANOVA test showed that
there was no significant difference between the types of learning styles and students'
creativity based on gender. In addition, Pearson correlation analysis shows that there is a
significant relationship between competitive and collaborative learning styles with
authentic creativity and there is a relationship between avoidant and free learning styles
with flexibility creativity, and there is a significant relationship between competitive,
avoidant, dependent and independent learning styles with fluency creativity. Theoretical
and practical implications as well as seven studies have been presented to help lecturers
identify student learning styles and creativity
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study was due to the high number of students, particularly in the 11th grade, who are not yet aware of their own personalities and learning styles. Students tend to follow the learning process as directed by their teachers, while teachers predominantly use traditional methods with limited variations in the classroom. Consequently, students whose personalities did not align with these methods may struggle to engage effectively in the learning process. This study used a descriptive quantitative research approach with descriptive statistical methods. The population in this research consists of 11th-grade students at SMKN 1 Bukittinggi. The sample for the study was selected using a random sampling technique, resulting in a randomly chosen group of 11th-grade students. The instruments used in the study include questionnaires to investigate learning styles and another set of questionnaires to assess personality types. For data analysis, the researchers applied descriptive statistics with percentages and data visualizations, representing the results in bar and pie charts. The results revealed that the dominant personality type among 11th-grade students at SMKN 1 Bukittinggi is ambivert, accounting for 64% of the total sample. The dominant learning style among these students is kinesthetic, with a total percentage of 26%. The study also found that the dominant learning style for introverted students is visual, while extroverted students primarily prefer kinesthetic learning. Meanwhile, ambivert students tend to prefer a multimodal approach, showing the ability to adapt to various learning styles.
ThesisOpen AccessPDF tersedia
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Sukra Titin Sholeha, 2318075, “The Comparative Study of Students’ Learning Styles towards Their Ability in Grammar.” A thesis, English Education Department, State Islamic University M. Djambek Bukittinggi, 2023. This research is purposed to discover the types of students’ learning styles and the difference ability in grammar among those learning styles categories of sixth semester English education department students. This research was conducted since there is significant difference in grammar score between students who know their learning styles and those do not. Students were aware into their own preferences enable to utilize their learning styles in learning grammar. Then, those students obtained satisfactory score in grammar advance subject. Students did not know their learning styles could not find out the appropriate learning strategies and suitable method with their own style in learning. They got B score in advanced grammar subject, even there is a student has to retake the subject. This research aimed to discover the differences of students’ grammar ability among students’ learning styles. This research was a causal comparative (ex post facto) by using total sampling. The data were collected by using questionnaire and documentation. To analyze the data, students were classified into three categories of learning styles, namely visual, auditory, and kinesthetic through the Learning Styles questionnaire. The result of questionnaire was being percentage. Then, the researcher used Kruskal Wallis analysis to find out the difference grammar ability among those three learning styles based on students’ functional grammar scores. The data analysis revealed that students with visual learning styles are 47 students of 83 students as samples. Meanwhile, there are 21 students used auditory learning styles in learning, and as much as 14 students learnt with kinesthetic style as learning preference. There is also a students who have two dominant preferences were visual/auditory styles in learning. The statistical analysis of data showed that there is no significant difference among three students’ learning styles in grammar ability since the significance was 0.513 greater than 0.05. In short, the majority of the sixth semester English education department students’ learning style is visual, yet, there is no significance difference towards grammar ability among those three students’ learning styles. Keywords: Learning Styles, Grammar Ability
ArticleOpen AccessMetadata saja
2022•Artikel Penelitian dan Pengabdian
The purpose of this study was to examine the learning styles of intelligent
students and the differences in intelligent learning styles based on gender and age. This
study uses a quantitative approach with a survey method. The research, which was
conducted at SMA N 1 Payakumbuh, involved a sample of 92 intelligent students
consisting of 33 boys and 59 girls. The research instrument used to collect data was a
questionnaire using a Likert scale. The results showed that the type of free learning style
was at a high stage in the class of intelligent students, while the collaborative learning
style was at a low stage in the class of intelligent students. The MANOVA test showed
that there was no significant difference in the learning styles of intelligent students
based on gender. Meanwhile, Kruskal Wallis' analysis also shows that there is no
significant difference in student learning styles based on age. Theoretical and learning
implications as well as the purpose of this research are to help teachers recognize and
understand the learning styles of intelligent students so that teachers are able to carry
out learning according to their learning styles so that the teaching and learning process
can run well
ArticleOpen AccessPDF tersedia
2022•Artikel Penelitian dan Pengabdian
The purpose of this study was to examine the learning styles of intelligent
students and the differences in intelligent learning styles based on gender and age. This
study uses a quantitative approach with a survey method. The research, which was
conducted at SMA N 1 Payakumbuh, involved a sample of 92 intelligent students
consisting of 33 boys and 59 girls. The research instrument used to collect data was a
questionnaire using a Likert scale. The results showed that the type of free learning style
was at a high stage in the class of intelligent students, while the collaborative learning
style was at a low stage in the class of intelligent students. The MANOVA test showed
that there was no significant difference in the learning styles of intelligent students
based on gender. Meanwhile, Kruskal Wallis' analysis also shows that there is no
significant difference in student learning styles based on age. Theoretical and learning
implications as well as the purpose of this research are to help teachers recognize and
understand the learning styles of intelligent students so that teachers are able to carry
out learning according to their learning styles so that the teaching and learning process
can run well
ArticleOpen AccessMetadata saja
2022•Artikel Penelitian dan Pengabdian
The purpose of this study was to examine the learning styles of intelligent
students and the differences in intelligent learning styles based on gender and age. This
study uses a quantitative approach with a survey method. The research, which was
conducted at SMA N 1 Payakumbuh, involved a sample of 92 intelligent students
consisting of 33 boys and 59 girls. The research instrument used to collect data was a
questionnaire using a Likert scale. The results showed that the type of free learning style
was at a high stage in the class of intelligent students, while the collaborative learning
style was at a low stage in the class of intelligent students. The MANOVA test showed
that there was no significant difference in the learning styles of intelligent students
based on gender. Meanwhile, Kruskal Wallis' analysis also shows that there is no
significant difference in student learning styles based on age. Theoretical and learning
implications as well as the purpose of this research are to help teachers recognize and
understand the learning styles of intelligent students so that teachers are able to carry
out learning according to their learning styles so that the teaching and learning process
can run well
ArticleOpen AccessMetadata saja
2022•Artikel Penelitian dan Pengabdian
The purpose of this study was to examine the learning styles of intelligent
students and the differences in intelligent learning styles based on gender and age. This
study uses a quantitative approach with a survey method. The research, which was
conducted at SMA N 1 Payakumbuh, involved a sample of 92 intelligent students
consisting of 33 boys and 59 girls. The research instrument used to collect data was a
questionnaire using a Likert scale. The results showed that the type of free learning style
was at a high stage in the class of intelligent students, while the collaborative learning
style was at a low stage in the class of intelligent students. The MANOVA test showed
that there was no significant difference in the learning styles of intelligent students
based on gender. Meanwhile, Kruskal Wallis' analysis also shows that there is no
significant difference in student learning styles based on age. Theoretical and learning
implications as well as the purpose of this research are to help teachers recognize and
understand the learning styles of intelligent students so that teachers are able to carry
out learning according to their learning styles so that the teaching and learning process
can run well
ThesisOpen AccessPDF tersedia
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Ummu Hani, Nim. 2315.028. The Learning Style Of Millenial Students At The Fourth Semester English Education Department Of Iain Bukittinggi In Academic Year 2020/2021. IAIN Bukittinggi, 2020 This research was conducted based on the problem found when the learning process in the classroom related to millenial students learning style, and the students did not follow instructions when working on assignment given by lecturer. However, The learning style was a way of students in learning process. In this research, the researcher analyzed what the learning style of millenial students and how did the millenial students apply in learning process. This research was expected to be able to provide insight into understanding on millenial students learning styles to improve the application of the learning process. This research was qualitative research. The data were collected in thus research from the millenial students fourth semester english education in academic year 2020/2021. The instrument used in this research was observation sheet and interview. There were several steps were used by researcher to analyze the data that the observation sheet is gave a checklist suitable to what was observed in the class. Than the researcher did interview with the students, finally concluded by explained the learning style millenial students based on theory. The result of this research was the researcher found three categories of learning style of millenial students namely millenials like team learning, millenials like learning that comes from experience, and millenials uses technologies in learning. Based on the data analysis, researcher found that the students in PBI A, B and C class like to team learning and uses technologies in learning. The students learning was not always based on experiences that had already been experienced, but the students learn from experience when the learning being learned was in accordance with what had been experienced. The benefit that can be gained from analyzing the learning style of millenial students in fourth semester to encourage students to better recognize and learn about their learning styles. Key words: Millenial Generation and Learning Style
ThesisOpen AccessPDF tersedia
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Zahratul Jannah, 2315089, “Match or Mismatch Between Learning Style of EFL Students and Teaching style of EFL Teachers at MTs.N 02 Bukittinggi” a thesis, State IslamicInstitute of Bukittinggi, 2020 Learning styles are claimed to play a significant role in determining the failure or success of the teaching or learning process. Teaching style in fact influential significaly on students’ achievement in studying English. Match or mismatch between them is that both learning styles and teaching styles are significant parts of the teaching.The aim of this research was to find out of students learning style and teachers teaching style and there ware mmatches or mismatches between them. The research was due to several problems found in the field; Every students have different learning styles. It can be seen that there were students who preferring study for competing with other, less enthusiastic in learning and have less curiosity. The design of this research are combining both quantitative and qualitative research. The researcher used mixed method with the main major sequential explanatory strategy. The population is grade VIII at MTs.N 02 Bukittinggi. The sample was collected from two classes as much as 78 students and two different English teacher who taught in both class as the informant which used purposive sampling as the technique sampling of the research. The instrument of this research are questionnare, interview and observation. Additionally, analyzing the data the researcher follows the steps identifying the respondent’s responses, analyzing the data and making a conclusion. The result showed that the both of classes have same dominant learning style there are participant, collaborative and dependent, while the teacher also have same dominant teaching styles that are personal model, expert and formal authority. Based on theory of Grasha in cluster 2 primary teaching style : Personal model/Expert/Formal Autority and primary learning style : Participant/Dependent/collaborative, both of learning style and teaching style are matched. Keywords: learning style, teaching style
ThesisOpen AccessPDF tersedia
2017•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Misrawati, 2313.018.Students’ Learning Stylesofthe First Gradeat SMK Pembina BangsaBukittinggi in Academic Year 2016/2017.A Thesis, State Islamic (IAIN)Bukittinggi, 2017. This research was done because the researcher found several problems students of the first grade SMK Pembina BangsaBukittinggi that the teachers did not analyze optimally students’ learning style, next most of students could not concentrate to study when they were taught by teacher with unsuitable teaching style with their learning style, and many of students could not get the good score in their learning. Based on the problems of research, this research was aimed to classify and to analyze the students’ learning style at the first grade in SMK Pembina BangsaBukittinggi. This research used descriptive quantitative research. The researcher used the questionnaire to collect data. The source of this research was the first grade students at SMK Pembina BangsaBukittinggi. In the population of the research were all students of the first grade in SMK Pembina BangsaBukittinggi as much 107 students. The sample was taken by using purposive sampling as much as 65 students consists of the class X TKJ, TBT, and ADP-Hotel. The data was analyzed by using the percentage formula (P). The result of the research reveals that the students had three learning styles they are cognitive styles, sensory styles and personality styles. Based on the finding of the research,researcher found that classification of the first grade students as following: first, the cognitive learning styles consist of 42 students who have field dependent (64, 61%), 23 students who have field independent (35, 38%), 26 students who have global (49, 23%), 31 students who have reflective (47, 69%), 32 students who have impulsive (49, 23%).Second, the sensory learning styles consist of perceptual and environmental. For the perceptual they are 47 students who have visual (72, 30%), 17 students who have auditory (26, 15%), 39 students who have kinesthetic (60%), and 12 students who have tactile (18, 46%). For the environmental, they are 29 students who have physical (44, 61%) and 35 students who have sociological (53, 84%).Third, the personality styles consist of 28 students who have tolerance of ambiguity (27, 69%), 37 students who have right-brain dominance (59, 92%) and 28 students who have left-brain dominance (43, 07%). Besides, each classhas differences and similarities of students’ learning style. So, result of this research can help teacher to use their strategy and methods based on students’ learning style. Besides, it can help teacher to suit media based on students’ needs. Keywords: Learning Learning Styles
