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
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
