Gaya Belajar dan Nilai Kalkulus Diferensial: Apakah Mempengaruhi IPK?

Entit Puspita, Dadang Juandi, Rizky Rosjanuardi

Sari


Abstrak. Tujuan penelitian ini adalah untuk mengkaji pengaruh gaya belajar dan capaian kalkulus diferensial terhadap Indeks Prestasi Komulatif (IPK) mahasiswa calon guru matematika, baik secara parsial maupun secara simultan. Berbagai penelitian membuktikan adanya korelasi gaya belajar dengan capaian pembelajaran, ditemukan pula bukti permasalahan dalam penguasaan konsep kalkulus diferensial.  Penelitian terkait hubungan gaya belajar dan capaian kalkulus diferensial terhadap IPK mahasiswa calon guru matematika penting dilakukan, mengingat pada gilirannya mereka akan menjadi ujung tombak keberhasilan sebuah proses pembelajaran. Metode kuantitatif dengan desain deskriptif korelasional dan teknik pengumpulan data survey cross-sectional dipilih.  Sampel sebanyak 119 mahasiswa yang mengambil mata kuliah kalkulus diferensial. Data yang diperoleh berupa gaya belajar, nilai, dan IPK. Analisis data dilakukan dengan menggunakan Ancova. Hasil penelitian menunjukkan bahwa perbedaan gaya belajar dan capaian kalkulus diferensial memiliki pengaruh terhadap IPK mahasiswa calon guru matematika, secara simultan gaya belajar dan capaian Kalkulus Differensial memiliki pengaruh sebesar 55,7% terhadap IPK mahasiswa dan secara parsial didominasi oleh capaian kalkulus diferensial. Hasil ini mengindikasikan pentingnya memperhatikan gaya belajar mahasiswa dan dapat dijadikan rambu-rambu dalam merancang sebuah disain perkuliahan kalkulus diferensial disesuaikan dengan keunikan gaya belajarnya, mengingat pengaruhnya terhadap IPK mahasiswa cukup besar.

Kata Kunci: Gaya Belajar, Capaian Pembelajaran, Indeks Prestasi Kumulatif.


Teks Lengkap:

PDF

Referensi


Altun, H., & Serin, O. (2019). Determination of learning styles and achievements of talented students in the fields of Science and Mathematics. Cypriot Journal of Educabertional Sciences, 14(1), 80–89. https://doi.org/10.18844/cjes.v14i1.3441

Aslaksen K., & Lorås, H. (2019). Matching instruction with modality-specific learning style: Effects on immediate recall and working memory performance. Education Sciences, 9(1), 1-12. https://doi.org/10.3390/educsci9010032

Bosman, A., & Schulze, S. (2018). Learning style preferences and mathematics achievement of secondary school learners. South African Journal of Education, 38(1), 1–8. https://doi.org/10.15700/saje.v38n1a1440

Can, ?. (2009). The effects of science student teachers’ academic achievements, their grade levels, gender and type of education they are exposed to on their 4mat learning styles (Case of Mu?la University, Turkey). Procedia - Social and Behavioral Sciences, 1(1), 1853–1857. https://doi.org/10.1016/j.sbspro.2009.01.327

Constantinidou, F., & Baker, S. (2002). Stimulus modality and verbal learning performance in normal aging. Brain and Language, 82(3), 296–311. https://doi.org/10.1016/S0093-934X(02)00018-4

Dandy, K., & Bendersky, K. (2014). Student and faculty beliefs about learning in higher education : Implications for teaching. International Journal of Teaching and Learning in Higher Education, 26(3), 358–380.

DePorter, B., & Hernacki, M. (2007). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan (Alwiyah Abdurrahman, Penerjemah). Bandung: Kaifa.

Faculty, N. E. (2016). The Effect of the Match between the Learning and Teaching Styles of Secondary School Mathematics Teachers on Students’ Achievement. Journal of Education and Practice, 7(29), 125–132. https://doi.org/10.7176/jep/7-29-4

Gholami, S., & Bagheri, M. S. (2013). Relationship between VAK Learning Styles and Problem Solving Styles regarding Gender and Students’ Fields of Study. Journal of Language Teaching and Research, 4(4), 700–706. https://doi.org/10.4304/jltr.4.4.700-706

Goulding, J., & Syed-Khuzzan, S. (2014). A study on the validity of a four-variant diagnostic learning styles questionnaire. Education and Training, 56(2), 141–164. https://doi.org/10.1108/ET-11-2012-0109

Kim, D. J., Kang, H., & Lee, H. J. (2015). Two different epistemologies about limit concepts. International Education Studies, 8(3), 138–145. https://doi.org/10.5539/ies.v8n3p138

Kolb, D. A. (1984). Experiential Learning: Experience as The Source of Learning and Development. Prentice Hall, Inc., 1984, 20–38. https://doi.org/10.1016/B978-0-7506-7223-8.50017-4

Landrum, T. J., Landrum, K., & Styles, L. (2016). Learning Style, Learning Preferences, and Student Choice: Implications for Teaching. iii. https://doi.org/10.1108/s0735-004x20160000029016

Liberna, H. (2018). Hubungan Gaya Belajar Visual dan Kecemasan Diri Terhadap Pemahaman Konsep Matematika Siswa Kelas X SMK Negeri 41 Jakarta. JNPM (Jurnal Nasional Pendidikan Matematika), 2(1), 98-108. https://doi.org/10.33603/jnpm.v2i1.988

Magdalena, S. M. (2015). The Relationship of Learning Styles, Learning Behaviour and Learning Outcomes at the Romanian Students. Procedia - Social and Behavioral Sciences, 180(November 2014), 1667–1672. https://doi.org/10.1016/j.sbspro.2015.05.062

Montgomery, D. C. (2012). Design and Analysis of Experiments Eighth Edition. New York: John Willey & Son.

Morgan, L. (1995). Learning Styles in the Classroom. In Training.

Newton, P. M., & Miah, M. (2017). Evidence-based higher education - Is the learning styles “myth” important? Frontiers in Psychology, 8(MAR), 1–9. https://doi.org/10.3389/fpsyg.2017.00444

Orhun, N. (2012). The Relationship Between Learning Styles and Achievement in Calculus Course for Engineering Students. Procedia - Social and Behavioral Sciences, 47, 638–642. https://doi.org/10.1016/j.sbspro.2012.06.710

Orton, A. (1983).Students ’ Understanding of Differentiation Abstract . A clinical interviewing method was used to investigate students ’ understand- ing of elementary calculus . The analysis of responses to tasks concerned with differenti- ation and rate of. 14, 235–236.

Pritchard, A. (2009). Ways of Learning. In The Lancet (1st ed., Vol. 246, Issue 6365). Routledge, 2 Park Square, Milton Park, Abingdon, Oxon )X14 4RN. https://doi.org/10.1016/S0140-6736(45)91319-5

Rourke, B. P., Ahmad, S. A., Collins, D. W., & Warriner, E. M. (2002). Child Clinical / Pediatric Neuropsychology : Some Recent Advances. https://doi.org/10.1146/annurev.psych.53.100901.135204

Sabri, A., Safee, S., & Wan Afthanorhan, W. M. A. (2014). Learning styles towards mathematics achievements among higher education students. Global Journal of Mathematical Analysis, 2(2), 50-52. https://doi.org/10.14419/gjma.v2i2.2267

Santoso, S. (2004). Buku Latihan SPSS Statistik Multivariat. Elex Media Komputindo.

Sirmaci, N. (2010). The relationship between the attitudes towards mathematics and learning styles. Procedia - Social and Behavioral Sciences, 9, 644–648. https://doi.org/10.1016/j.sbspro.2010.12.211

Tonra, W. S., Budiarto, M. T., Masriyah, & Tonra, W. S. (2019). Profile of High Order Thingking Skill ( HOTS ) of Junior High School Students ’ Grade 8 in Solving Linear Equation System Problems Based on Kinesthetic and Visual Learning Styles. International Journal of Trends in Mathematics Education Research, 2(4), 212–214. https://doi.org/10.33122/ijtmer.v2i4.139

Wahyuni, A. (2017). Analisis Hambatan Belajar Mahasiswa Pada Mata Kuliah Kalkulus Dasar. JNPM (Jurnal Nasional Pendidikan Matematika), 1(1), 10-23. https://doi.org/10.33603/jnpm.v1i1.253

Yildirim, O., Acar, A. C., Bull, S., & Sevinc, L. (2008). Relationships between teachers’ perceived leadership style, students’ learning style, and academic achievement: A study on high school students. Educational Psychology, 28(1), 73–81. https://doi.org/10.1080/01443410701417945




DOI: http://dx.doi.org/10.33603/jnpm.v4i2.3629

Refbacks

  • Saat ini tidak ada refbacks.


##submission.copyrightStatement##

Laman JNPM: http://jnpm.ugj.ac.id

JNPM memiliki p-ISSN 2549-8495 | e-ISSN 2549-4937

JNPM is licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License.

execute(); ?>