Analysis of Visual, Auditory, and Kinesthetic Learning Styles of MTs Students in Science Learning
DOI:
https://doi.org/10.57255/jemast.v4i2.1519Keywords:
Learning Styles, Science Education, Student AchievementAbstract
Science learning is an intentionally designed process to facilitate students in understanding scientific concepts and developing critical thinking skills. However, based on preliminary observations at MTs Nahjatus Sholihin, it was found that students have not yet identified their individual learning styles. Consequently, they have been unable to maximize their learning potential, which affects their understanding of science subjects. This study aims to analyze the Visual, Auditory, and Kinesthetic (VAK) learning styles of eighth-grade students in science learning at MTs Nahjatus Sholihin, Rembang Regency. The research employs a quantitative descriptive method involving all 86 eighth-grade students as respondents using a total sampling technique. Data were collected through observations, questionnaires, and documentation. The results show that in all three classes, the kinesthetic learning style dominates, with percentages of 45% in class VIIIA, 40% in class VIIIB, and 41% in class VIIIC. Meanwhile, the visual learning style shows the lowest percentage, namely 22% in class VIIIA, 29% in class VIIIB, and 28% in class VIIIC. These findings indicate that most students prefer hands-on activities and learning experiences that involve movement and practice. Therefore, teachers are encouraged to apply kinesthetic-based learning strategies, such as experiments and interactive demonstrations, to optimize student engagement and achievement in science learning. This research provides important implications for science educators in designing learning activities that align with students’ dominant learning styles and contributes globally to the understanding of how culturally responsive and student-centered science instruction can enhance learning outcomes across diverse educational contexts.
References
Aboudonya, M. E. S., Ibrahim, H. D. F., & Osman, S. R. (2025). Influence of an educational program utilizing VAK and Kolb’s learning theories on basic cardiopulmonary resuscitation knowledge and practices among private home nurses in Qatar. Resuscitation Plus, 26, 101071. https://doi.org/10.1016/j.resplu.2025.101071
Adapa, S., Gandi, N., Alekya, V., & Lakshmi Durga, G. (2021). Learning Style Recommender System Using VAK Technique and Machine Learning (pp. 187–199). https://doi.org/10.1007/978-981-15-5397-4_20
Adawiyah, T. A., Harso, A., & Nassar, A. (2020). Hasil Belajar IPA Berdasarkan Gaya Belajar Siswa. Science, and Physics Education Journal (SPEJ), 4(1), 1–8. https://doi.org/10.31539/spej.v4i1.1636
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2016). Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM). Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.2741
Apipah, S., Kartono, & Isnarto. (2018). An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment. Journal of Physics: Conference Series, 983, 012138. https://doi.org/10.1088/1742-6596/983/1/012138
Azzahrah Putri, R., Magdalena, I., Fauziah, A., & Nur Azizah, F. (2021). Pengaruh Gaya Belajar terhadap Pembelajaran Siswa Sekolah Dasar. Cerdika: Jurnal Ilmiah Indonesia, 1(2), 157–163. https://doi.org/10.36418/cerdika.v1i2.26
Bakri, R. A., Rahman, M. A., Jabu, B., & Jassruddin, J. (2019). Exploring the Impact of VAK Learning Style on Teenager Level Language Learners in Indonesia. Journal of Language Teaching and Research, 10(4), 807. https://doi.org/10.17507/jltr.1004.17
Balakrishnan, V., & Gan, C. L. (2016). Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33(3), 808–821. https://doi.org/10.1016/j.tele.2015.12.004
Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43–55. https://doi.org/10.1016/j.compedu.2016.11.009
Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257–278. https://doi.org/10.1111/bjet.12243
De Haan, D., De Vries, S., Roorda, G., & Drijvers, P. (2024). How can participation in a Learning Study foster prospective teachers’ mathematical knowledge for teaching? Pedagogische Studiën, 101(3), 184–212. https://doi.org/10.59302/zj1n4787
Fatmawati, F., Hidayat, M. Y., Damayanti, E., & Rasyid, M. R. (2020). GAYA BELAJAR PESERTA DIDIK DITINJAU DARI PERBEDAAN JENIS KELAMIN. Al Asma : Journal of Islamic Education, 2(1), 23. https://doi.org/10.24252/asma.v2i1.13472
Fenny Rezki, Cyntia Cyntia, Ana Seftiana Zuhel, Akpal Pangestu, & Halwizal Zulkifli. (2022). Hubungan Gaya Belajar Visual, Auditori dan Kinestik Terhadap Peningkatan Kecerdasan Verbal-Linguistik. Inspirasi Dunia: Jurnal Riset Pendidikan Dan Bahasa, 2(1), 01–08. https://doi.org/10.58192/insdun.v2i1.401
Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565. https://doi.org/10.1080/10494820.2019.1588745
Hsu, T.-C. (2017). Learning English with Augmented Reality: Do learning styles matter? Computers & Education, 106, 137–149. https://doi.org/10.1016/j.compedu.2016.12.007
Huang, C. L., Luo, Y. F., Yang, S. C., Lu, C. M., & Chen, A.-S. (2020). Influence of Students’ Learning Style, Sense of Presence, and Cognitive Load on Learning Outcomes in an Immersive Virtual Reality Learning Environment. Journal of Educational Computing Research, 58(3), 596–615. https://doi.org/10.1177/0735633119867422
Irawati, I., Ilhamdi, M. L., & Nasruddin, N. (2021). Pengaruh Gaya Belajar Terhadap Hasil Belajar IPA. Jurnal Pijar Mipa, 16(1), 44–48. https://doi.org/10.29303/jpm.v16i1.2202
Isnanto, I. (2022). Hasil Belajar Siswa Ditinjau Dari Gaya Belajar. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(1), 547. https://doi.org/10.37905/aksara.8.1.547-562.2022
Istiqomah, R., & Suryadarma, I. G. P. (2023). The effectiveness of the VAK (visualization, auditory, and kinesthetic) learning model on motivation and learning outcomes of biology on the reproductive system (p. 030014). https://doi.org/10.1063/5.0111110
Jin, D., Jin, Z., Hu, Z., Vechtomova, O., & Mihalcea, R. (2022). Deep Learning for Text Style Transfer: A Survey. Computational Linguistics, 48(1), 155–205. https://doi.org/10.1162/coli_a_00426
Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166–171. https://doi.org/10.1016/j.compedu.2016.12.006
Labu, N. (2021). Analisis Karakteristik Gaya Belajar Vak (Visual, Auditorial, Kinestetik) Siswa Kelas X SMAK St. Petrus Ende Tahun Ajaran 2019/2020. Jurnal Penelitian Pendidikan Agama Katolik, 1(1), 1–21. https://doi.org/10.52110/jppak.v1i1.3
Mohammadnazar, A., Arvin, R., & Khattak, A. J. (2021). Classifying travelers’ driving style using basic safety messages generated by connected vehicles: Application of unsupervised machine learning. Transportation Research Part C: Emerging Technologies, 122, 102917. https://doi.org/10.1016/j.trc.2020.102917
Newton, P. M. (2015). The Learning Styles Myth is Thriving in Higher Education. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01908
Newton, P. M., & Miah, M. (2017). Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important? Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00444
Prabanitha, M. I., Sudarma, I. K., & Dibia, I. K. (2020). Korelasi Antara Gaya Belajar dengan Hasil Belajar IPA. Mimbar Ilmu, 25(2), 51. https://doi.org/10.23887/mi.v25i2.25650
Pratama, W. C., Rahman, E. F., Junaeti, E., Piantari, E., & Muntaharridwan, P. (2023). Implementation of VAK model in interactive learning multimedia based on snakes and ladders game to improve student’s extrapolation understanding on vector space materials (p. 070004). https://doi.org/10.1063/5.0155375
Putu Krisna Dewi, I Gusti Ayu Tri Agustiana, & Putu Ari Dharmayanti. (2023). The Experimental-Based Visual Auditory Kinesthetic (Vak) Learning Model Improves Elementary School Science Learning Outcomes. Mimbar Ilmu, 28(1), 138–146. https://doi.org/10.23887/mi.v28i1.59283
Rahman, Sari Rahayu, F. (2019). Identifikasi Gaya Belajar Mahasiswa Pendidikan Biologi Universitas Sulawesi Barat. Jambura Edu Biosfer Journal, 1(1), 1. https://doi.org/10.34312/jebj.v1i1.2040
Risnawati, Amir, Z., & Sari, N. (2018). The development of learning media based on visual, auditory, and kinesthetic (VAK) approach to facilitate students’ mathematical understanding ability. Journal of Physics: Conference Series, 1028, 012129. https://doi.org/10.1088/1742-6596/1028/1/012129
Rosyidah, T. H., Firman, H., & Rusyati, L. (2017). Comparing Science Virtual and Paper-Based Test to Measure Students’ Critical Thinking based on VAK Learning Style Model. Journal of Physics: Conference Series, 812, 012028. https://doi.org/10.1088/1742-6596/812/1/012028
Sayed, A. R., Khafagy, M. H., Ali, M., & Mohamed, M. H. (2025). Exploring the VAK model to predict student learning styles based on learning activity. Intelligent Systems with Applications, 25, 200483. https://doi.org/10.1016/j.iswa.2025.200483
Soe, N., Chondamrongkul, N., & Temdee, P. (2024). A Web-Based Computerized Adaptive Testing with Rasch Analysis for Identifying VAK Learning Styles. In 2024 5th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON) (pp. 1–5). IEEE. https://doi.org/10.1109/TIMES-iCON61890.2024.10630750
Steviana, A., . M., Kurniawan, D. A., & Gustria, A. (2022). ANALISIS PENGARUH GAYA BELAJAR TERHADAP KEAKTIFAN BELAJAR FISIKA PADA SISWA KELAS X IPA SMAN 11 MUARO JAMBI. SAINSTECH: JURNAL PENELITIAN DAN PENGKAJIAN SAINS DAN TEKNOLOGI, 32(2), 7–15. https://doi.org/10.37277/stch.v32i2.1289
Titchiev, I., Caftanatov, O., Iamandi, V., Talambuta, D., & Caganovschi, D. (2023). An approach to Augmented Reality Classification and an example of its usage for application development with VAK learning styles Markers. Computer Science Journal of Moldova, 31(2 (92)), 248–271. https://doi.org/10.56415/csjm.v31.13
Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in Human Behavior, 55, 1185–1193. https://doi.org/10.1016/j.chb.2015.02.014
Tumanggor, N. E. (2017). PENGARUH METODE PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN. Jurnal Teknologi Pendidikan (JTP), 10(2), 189. https://doi.org/10.24114/jtp.v10i2.8731
Wati, C., & Muzakkir, M. (2020). MENINGKATKAN KEMAMPUAN BELAJAR MELALUI GAYA BELAJAR SISWA PADA PEMBELAJARAN MATEMATIKA. Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika, 2(2), 25–37. https://doi.org/10.36706/jls.v2i2.12716
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Nailatus Sholihah, Erna Wijayanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
