RELATIONSHIP BETWEEN LEARNING STYLE AND COMPLETENESS IN LEARNING MATHEMATICS IN JUNIOR HIGH SCHOOL Hubungan Gaya Belajar Siswa Dengan Ketuntasan Belajar Matematika SMP.
RELATIONSHIP BETWEEN LEARNING STYLE AND COMPLETENESS IN
LEARNING MATHEMATICS IN JUNIOR HIGH SCHOOL
PUBLICATION
To Fulfill the Requirements
To Achieve the Degree of Bachelor of S-1
Mathematics Education Program
ROHANA TRI ASTUTI
A410090118
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
1
2
RELATIONSHIP BETWEEN LEARNING STYLE WITH COMPLETENESS IN LEARNING
MATHEMATICS IN JUNIOR HIGH SCHOOL
By
Rohana Tri Astuti1 and Idris Harta2
1
Student’s of Muhammadiyah University of Surakarta, rohana.triastuti@yahoo.com
2
Teaching staff of Muhammadiyah University of Surakarta, idrisharta@gmail.com
ABSTRACT
The purpose of this study was to investigate the relationship between learning style with mastery
learning mathematics in SMP N 1 Cawas . This research is correlational research with
quantitative approach . Population of this study is the students of class VII SMP N 1 Cawas . The
sampling technique was used simple random sampling and obtained a sample of 44 students .
Data collection techniques were used questionnaires and documentation . Questionnaire to obtain
data on learning styles , while the documentation to obtain data KKM mathematics achievement .
Hypotheses were tested using the chi square test . The data used to test the hypothesis is learning
style data and mathematics achievement data KKM . The results showed : (1 ) Students of class
VII in SMP N 1 Cawas have a kinesthetic learning style of 38.6 % , an auditory learning style at
31.8 % and the visual learning style for 29.5 % from the 44 students , (2 ) Students of class VII
in SMP N 1 Cawas thoroughly studied as much as 87.8 % in the subjects of Mathematics while
the remaining 12.2 % did not pass the study , (3 ) there is no relationship between the learning
styles of students with mastery learning mathematics in SMP N 1 Cawas . It can be seen from the
chi squared coefficient of 3.1 is smaller than the chi squared table that is equal to 5,991 , (4 ) the
dominant learning style to achieve mastery learning mathematics in SMP N 1 Cawas is a visual
learning style , which is an average of 82.3 with a range grades 62 through 94 , (5 ) teaching
style of teachers in SMP N 1 Cawas tend to suit the learning styles of visual learning styles , (6 )
teacher’s learning methods are not varied so that the value of mastery learning mathematics in
auditory and kinesthetic learning styles less than the maximum .
Keywords : learning styles , and mastery learning mathematics .
INTRODUCTION
Learning is action and complex behavior of learners, so that experience and determine
the process that happens is the students themselves. If learners in this study had forced it
happens, learning becomes fun. Therefore, there needs to be a way out so that learning becomes
fun, easy and effective. This led the experts in the field of education seeks to develop theories
about learning styles (Susilo, 2006:22).
According to (Susilo, 2006:95) by learning how to recognize ourselves, then we can
manage the condition of what, where, when and how we can maximize our learning. While
3
(DePorter, 2011:110) argues, learning style is the key to developing a performance in work, in
school and in interpersonal situations, and facilitate learning and communication with our own
style.
According to (Tanta, 2010:21), the conclusion stated, learning styles significantly affect
student learning outcomes Biology Education Studies Program at the General Biology course.
Seventy-three percent of the student learning outcomes are determined by the student's learning
style. Appropriate learning style will provide effective learning outcomes. In fact, according to
(Susilo, 2006:86-87) is one of many learners in carrying out their learning style. Sometimes
learners with irregular or continuous because tomorrow will be the test.
Based on the above explanation, we can conclude that it is very important to recognize
our own learning style, because it can be useful in the learning process and determine the results
of our study. Situation, condition, equipment or means of learning that suits our style of learning
makes learning a fun activity but also efficient to obtain maximum results.
According to (DePorter, 2011:110), the style is individual to each person and to
distinguish one person with another person. Thus, it is generally assumed to refer to the learning
style of the personalities, beliefs, choices, and behaviors that are used by individuals to assist in
their learning in a situation that has been conditioned. This means that each individual has its
own characteristics. Thus, although two individuals grow in the conditions, the environment, and
the same treatment do not necessarily have the same thinking and understanding of everything
that is around. Each has its own perspective on the events that had seen and experienced.
To achieve completeness in learning is not easy, the role of the teacher is also very
necessary. Moreover, the results of Trends in Mathematics and Science Study (TIMSS) in 2011
to the field of mathematics, Indonesia ranks 38th with a score of 386 from 42 countries. This
score dropped 11 points from the assessment year 2007 (Reuters, 2012). It is claimed that,
learning achievement of students in Indonesia, including the low level in the world. Therefore,
we need innovation in teaching method.
Determination of learning methods used by teachers will affect the learning outcomes of
students. However, before determining the method of learning, teachers should recognize their
individual learning styles. According to (Adi, 2004:159) a teacher's teaching style will follow the
4
style of learning. It was used by teacher as a parameter in determining the measures of effective
teaching. Though not all students have the same learning styles with the teacher. As a result of
learning to be less effective.
(Supriyadi, 2006) argues that the factors that affect the process and the learning
outcomes of students were divided into two physiological factors and psychological factors.
Physiological factors include the material factors, environmental factors, factors instrument
learners. While the psychological factor is individual behavior, including behavior study (study
believe). Such behavior is the totality of appreciation and activities that were born as a result of
the end of the interplay between the various symptoms, such as attention, memory, thoughts and
motives.
In this study, researchers used sensory learning styles based on preferences. This is election
researchers take in consideration, this approach has been widely known in Indonesia, researchers
have a complete and accurate reference on this approach. Another reason that researchers is quite
mastered this approach, making it easier to explain.
As we all know, mathematics is a subject that requires concentration, a high level of
understanding and practice enough to succeed or thoroughly studied. Of course this would be
contrary to any of the characters learners' learning patterns. To the teacher's role here should be
able to understand the learning styles of learners and their individual learning styles and then
customize it by learning methods so that learners can easily reach the KKM.
While the results of the study (Suwinda, 2012:13) suggests learning styles of the students
SMP PGRI 1 Way Jepara has an influence on the achievement of closeness as much as 0.38
which is quite influential keeratannya categorized learning styles fiel fiel dependent and
independent learning styles to learning achievement.
5
METHODS
Time and Place
The research was conducted in May-June 2013 held at SMP N 1 Cawas.
Population and Sample
Population
The study population was all students of class VII SMP N 1 Cawas second semester.
Samples
Sample size were 44 students were chosen randomly.
Research Variables
The research variables are independent variables (Independent) is a way of learning and the
dependent variable (dependent) that is the achievement of mastery learning (KKM) math class
VII students in the second semester of SMP N 1 Cawas academic year 2012/2013.
Data Collection Techniques
Questionnaire: the questionnaire method researchers take to get the data the way students learn
by using the questionnaire.
Documentation: documentation methods researchers take to get the score report completeness
mathematics achievement of students in the second semester of classes VII SMP N 1 Cawas
academic year 2012/2013.
Data Analysis Techniques
The research data were analyzed using Chi square formula with SPSS.
RESULTS AND DISCUSSION
Variables Data Description ( Learning Style )
6
Based on research in SMP N 1Cawas, state data on the independent variables and the
dependent variable obtained from the sample is as follows.
Table 4.2
Learning
̅
N
Style
Visual
Auditori
Kinestetik
TOTAL
PROSENTAS
Max
Min
E
Score
Score
13
82.3
29.6%
94
62
14
69.6
31.8%
93
53
17
71.2
38.6%
91
46
44
Based on the data in the table above, the dominant style of learning obtained in SMP N 1
Cawas are kinesthetic learners as many as 17 followed by 14 auditory learning styles of learners
and the latter is a type of visual learning style as much as 13 learners. Average math scores from
high to low in a row is 82.3 visual, kinesthetic and auditory 71.2 69.6. Range of lowest to highest
math grades 62 through 94 are visual, auditory 53 to 93 and the last 46 to 91 is kinesthetic.
Dependent Variable (Value Achievement KKM)
Table 4.3
Interval
Frequency
Absolute
X< 70
70 X
Total
Completeness
Relative %
24
12.2%
Not complete
172
87.8%
complete
196
100%
Based on data on table above, it can be seen that 12.2% of all students have a value of
less than 70 or not completed in the subjects of Mathematics. While 87.8% have a value of more
7
than 70 or completed in the subjects of Mathematics. So we can conclude the majority of
students SMP N 1 Cawas math class VII has a value over its KKM is 70.
DISCCUSION
Dominant learning style in SMP N 1 Cawas is kinesthetic learning styles. The average
value of the achievement of mastery learning mathematics is the highest average scores on the
visual learning style that is the lowest value of 82.3 with a range of 62 and 94 the highest.
Computational results of chi squared 3.111
LEARNING MATHEMATICS IN JUNIOR HIGH SCHOOL
PUBLICATION
To Fulfill the Requirements
To Achieve the Degree of Bachelor of S-1
Mathematics Education Program
ROHANA TRI ASTUTI
A410090118
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
1
2
RELATIONSHIP BETWEEN LEARNING STYLE WITH COMPLETENESS IN LEARNING
MATHEMATICS IN JUNIOR HIGH SCHOOL
By
Rohana Tri Astuti1 and Idris Harta2
1
Student’s of Muhammadiyah University of Surakarta, rohana.triastuti@yahoo.com
2
Teaching staff of Muhammadiyah University of Surakarta, idrisharta@gmail.com
ABSTRACT
The purpose of this study was to investigate the relationship between learning style with mastery
learning mathematics in SMP N 1 Cawas . This research is correlational research with
quantitative approach . Population of this study is the students of class VII SMP N 1 Cawas . The
sampling technique was used simple random sampling and obtained a sample of 44 students .
Data collection techniques were used questionnaires and documentation . Questionnaire to obtain
data on learning styles , while the documentation to obtain data KKM mathematics achievement .
Hypotheses were tested using the chi square test . The data used to test the hypothesis is learning
style data and mathematics achievement data KKM . The results showed : (1 ) Students of class
VII in SMP N 1 Cawas have a kinesthetic learning style of 38.6 % , an auditory learning style at
31.8 % and the visual learning style for 29.5 % from the 44 students , (2 ) Students of class VII
in SMP N 1 Cawas thoroughly studied as much as 87.8 % in the subjects of Mathematics while
the remaining 12.2 % did not pass the study , (3 ) there is no relationship between the learning
styles of students with mastery learning mathematics in SMP N 1 Cawas . It can be seen from the
chi squared coefficient of 3.1 is smaller than the chi squared table that is equal to 5,991 , (4 ) the
dominant learning style to achieve mastery learning mathematics in SMP N 1 Cawas is a visual
learning style , which is an average of 82.3 with a range grades 62 through 94 , (5 ) teaching
style of teachers in SMP N 1 Cawas tend to suit the learning styles of visual learning styles , (6 )
teacher’s learning methods are not varied so that the value of mastery learning mathematics in
auditory and kinesthetic learning styles less than the maximum .
Keywords : learning styles , and mastery learning mathematics .
INTRODUCTION
Learning is action and complex behavior of learners, so that experience and determine
the process that happens is the students themselves. If learners in this study had forced it
happens, learning becomes fun. Therefore, there needs to be a way out so that learning becomes
fun, easy and effective. This led the experts in the field of education seeks to develop theories
about learning styles (Susilo, 2006:22).
According to (Susilo, 2006:95) by learning how to recognize ourselves, then we can
manage the condition of what, where, when and how we can maximize our learning. While
3
(DePorter, 2011:110) argues, learning style is the key to developing a performance in work, in
school and in interpersonal situations, and facilitate learning and communication with our own
style.
According to (Tanta, 2010:21), the conclusion stated, learning styles significantly affect
student learning outcomes Biology Education Studies Program at the General Biology course.
Seventy-three percent of the student learning outcomes are determined by the student's learning
style. Appropriate learning style will provide effective learning outcomes. In fact, according to
(Susilo, 2006:86-87) is one of many learners in carrying out their learning style. Sometimes
learners with irregular or continuous because tomorrow will be the test.
Based on the above explanation, we can conclude that it is very important to recognize
our own learning style, because it can be useful in the learning process and determine the results
of our study. Situation, condition, equipment or means of learning that suits our style of learning
makes learning a fun activity but also efficient to obtain maximum results.
According to (DePorter, 2011:110), the style is individual to each person and to
distinguish one person with another person. Thus, it is generally assumed to refer to the learning
style of the personalities, beliefs, choices, and behaviors that are used by individuals to assist in
their learning in a situation that has been conditioned. This means that each individual has its
own characteristics. Thus, although two individuals grow in the conditions, the environment, and
the same treatment do not necessarily have the same thinking and understanding of everything
that is around. Each has its own perspective on the events that had seen and experienced.
To achieve completeness in learning is not easy, the role of the teacher is also very
necessary. Moreover, the results of Trends in Mathematics and Science Study (TIMSS) in 2011
to the field of mathematics, Indonesia ranks 38th with a score of 386 from 42 countries. This
score dropped 11 points from the assessment year 2007 (Reuters, 2012). It is claimed that,
learning achievement of students in Indonesia, including the low level in the world. Therefore,
we need innovation in teaching method.
Determination of learning methods used by teachers will affect the learning outcomes of
students. However, before determining the method of learning, teachers should recognize their
individual learning styles. According to (Adi, 2004:159) a teacher's teaching style will follow the
4
style of learning. It was used by teacher as a parameter in determining the measures of effective
teaching. Though not all students have the same learning styles with the teacher. As a result of
learning to be less effective.
(Supriyadi, 2006) argues that the factors that affect the process and the learning
outcomes of students were divided into two physiological factors and psychological factors.
Physiological factors include the material factors, environmental factors, factors instrument
learners. While the psychological factor is individual behavior, including behavior study (study
believe). Such behavior is the totality of appreciation and activities that were born as a result of
the end of the interplay between the various symptoms, such as attention, memory, thoughts and
motives.
In this study, researchers used sensory learning styles based on preferences. This is election
researchers take in consideration, this approach has been widely known in Indonesia, researchers
have a complete and accurate reference on this approach. Another reason that researchers is quite
mastered this approach, making it easier to explain.
As we all know, mathematics is a subject that requires concentration, a high level of
understanding and practice enough to succeed or thoroughly studied. Of course this would be
contrary to any of the characters learners' learning patterns. To the teacher's role here should be
able to understand the learning styles of learners and their individual learning styles and then
customize it by learning methods so that learners can easily reach the KKM.
While the results of the study (Suwinda, 2012:13) suggests learning styles of the students
SMP PGRI 1 Way Jepara has an influence on the achievement of closeness as much as 0.38
which is quite influential keeratannya categorized learning styles fiel fiel dependent and
independent learning styles to learning achievement.
5
METHODS
Time and Place
The research was conducted in May-June 2013 held at SMP N 1 Cawas.
Population and Sample
Population
The study population was all students of class VII SMP N 1 Cawas second semester.
Samples
Sample size were 44 students were chosen randomly.
Research Variables
The research variables are independent variables (Independent) is a way of learning and the
dependent variable (dependent) that is the achievement of mastery learning (KKM) math class
VII students in the second semester of SMP N 1 Cawas academic year 2012/2013.
Data Collection Techniques
Questionnaire: the questionnaire method researchers take to get the data the way students learn
by using the questionnaire.
Documentation: documentation methods researchers take to get the score report completeness
mathematics achievement of students in the second semester of classes VII SMP N 1 Cawas
academic year 2012/2013.
Data Analysis Techniques
The research data were analyzed using Chi square formula with SPSS.
RESULTS AND DISCUSSION
Variables Data Description ( Learning Style )
6
Based on research in SMP N 1Cawas, state data on the independent variables and the
dependent variable obtained from the sample is as follows.
Table 4.2
Learning
̅
N
Style
Visual
Auditori
Kinestetik
TOTAL
PROSENTAS
Max
Min
E
Score
Score
13
82.3
29.6%
94
62
14
69.6
31.8%
93
53
17
71.2
38.6%
91
46
44
Based on the data in the table above, the dominant style of learning obtained in SMP N 1
Cawas are kinesthetic learners as many as 17 followed by 14 auditory learning styles of learners
and the latter is a type of visual learning style as much as 13 learners. Average math scores from
high to low in a row is 82.3 visual, kinesthetic and auditory 71.2 69.6. Range of lowest to highest
math grades 62 through 94 are visual, auditory 53 to 93 and the last 46 to 91 is kinesthetic.
Dependent Variable (Value Achievement KKM)
Table 4.3
Interval
Frequency
Absolute
X< 70
70 X
Total
Completeness
Relative %
24
12.2%
Not complete
172
87.8%
complete
196
100%
Based on data on table above, it can be seen that 12.2% of all students have a value of
less than 70 or not completed in the subjects of Mathematics. While 87.8% have a value of more
7
than 70 or completed in the subjects of Mathematics. So we can conclude the majority of
students SMP N 1 Cawas math class VII has a value over its KKM is 70.
DISCCUSION
Dominant learning style in SMP N 1 Cawas is kinesthetic learning styles. The average
value of the achievement of mastery learning mathematics is the highest average scores on the
visual learning style that is the lowest value of 82.3 with a range of 62 and 94 the highest.
Computational results of chi squared 3.111