Journal articles: 'Kinesthetic learning'

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Tloczynski, Joseph. "Attention and Visual Dominance in Motor Learning." Perceptual and Motor Skills 76, no. 2 (April 1993): 655–66. http://dx.doi.org/10.2466/pms.1993.76.2.655.

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Two experiments examined the role of attention in visual dominance during motor learning. On the movement task 10 acquisition trials were given; each included a movement presentation and a blindfolded reproduction. After completion of acquisition trials and a 5-min. interval, subjects were given 5 retention trials with reproduction attempts only. In Exp. 1, subjects receiving only kinesthetic information during movement presentation reproduced criterion movement length more accurately than subjects receiving visual and kinesthetic information. Other subjects, presented both visual and kinesthetic stimuli for the movement, were given instructions to ignore vision and focus on kinesthesis. These subjects exhibited no effects of visual dominance in reproductions. In Exp. 2, subjects were presented visual and kinesthetic stimuli during half of the movement presentations and only kinesthetic stimuli during the other half. They did not exhibit the effects of visual dominance in reproductions. Such effects in motor learning may be modified by manipulation of attention or an alternating presentation of specific sensory stimuli.

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Riordan, Diane A. "Kinesthetic and Interpersonal Learning." Journal of Teaching in International Business 17, no. 4 (September 20, 2006): 49–62. http://dx.doi.org/10.1300/j066v17n04_04.

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Begel, Andrew, Daniel D. Garcia, and Steven A. Wolfman. "Kinesthetic learning in the classroom." ACM SIGCSE Bulletin 36, no. 1 (March 2004): 183–84. http://dx.doi.org/10.1145/1028174.971367.

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Pinzon, David, Roberto Vega, Yerly Paola Sanchez, and Bin Zheng. "Skill learning from kinesthetic feedback." American Journal of Surgery 214, no. 4 (October 2017): 721–25. http://dx.doi.org/10.1016/j.amjsurg.2016.10.018.

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B Califf, Christopher. "Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems." Journal of Information Technology Education: Innovations in Practice 19 (2020): 031–45. http://dx.doi.org/10.28945/4527.

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Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

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Supriyanto, Supriyanto, and Isbandiyah Isbandiyah. "Gaya Belajar Mahasiswa Pendidikan Sejarah STKIP PGRI Lubuklinggau." KAGANGA: Jurnal Pendidikan Sejarah dan Riset Sosial-Humaniora 1, no. 2 (December 28, 2018): 82–92. http://dx.doi.org/10.31539/kaganga.v1i2.399.

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The study aims to describe the tendency of students learning style at History Education Study Program of STKIP-PGRI Lubuklinggau. The study was a descriptive study. the subject of the study was the history students in Strategi Belajar Mengajar class. The techniques to collect the data were observation and questionnaire. The data were analyzed descriptively. The results showed that students' learning styles include visual was10,26%, audio was 15,38%, kinesthetic 46% , audiovisual was 5,13%, visual-kinesthetic was 7,69%, audio- kinesthetic was 15,38%. The most preferred leaning style was kinesthetic. In conclusion, the most preferred learning style of students in history education program was kinesthetic learning style Keywords: Learning Styles, Tendency

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Çakiroğlu, Ünal, Mustafa Güler, Melek Atabay, and Maşide Güler. "Connections Between Learning Styles and Perceived Cognitive Load in Multimedia Learning: An Experimental Study." Journal of Educational Technology Systems 48, no. 4 (April 26, 2019): 553–73. http://dx.doi.org/10.1177/0047239519844509.

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This article reports on the influence of three modalities used in three versions of instructional software designed for different learning styles. Students having visual, auditory, and kinesthetic learning styles are grouped and experimentally investigated through three different versions of the software. The results indicated that cognitive load (CL) perceptions of auditory learning style students were significantly higher than the visual and kinesthetic ones. The sources of the CL were generally perceived similarly in the groups. However, some senses by Auditory and Kinesthetic Group students were remarkable in terms of inducing CL. The study concludes with suggestions for practitioners and researchers.

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Huang, Shaochen, Boyi Dai, and Qin Zhu. "Advantage of Early Focus on Visual Information in Bi-Modal Training of Bimanual Coordination." Multisensory Research 32, no. 7 (2019): 613–33. http://dx.doi.org/10.1163/22134808-20191424.

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Abstract Previous studies have shown that learning bimanual coordination is modality-specific, and both visual and kinesthetic information about relative phase can be used to facilitate learning. However, an extended training with focus on visual information leads to the neglect of kinesthesis and a complete reliance on vision to perform the coordination. The current study explored the bi-modal training of bimanual coordination, where the participants were guided to attend to both visual and kinesthetic information to learn 90° coordination. Thirty participants in their 20s were trained for 10 sessions (two sessions a day for five days), during which they were randomly divided into three groups of 10 participants each to practice the coordination. The V–K group was focused first on visual information, and then on kinesthetic information, to learn the 90° coordination. The K–V group was focused first on kinesthetic information, and then on visual information to learn the coordination. The Random group randomly shifted their focus between visual and kinesthetic information to learn the coordination. All participants were tested as they performed the 90° coordination with and without visual information before, halfway, and after the training. The results showed that the bi-modal training yielded more improved and transferred coordination than the uni-modal training. However, among the three types of bi-modal training, the V–K schedule exhibited the most modality-specific learning and transfer. Therefore, when using both visual demonstration and physical guidance to teach bimanual coordination skills, providing visual demonstration in the early stage should be recommended.

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Cahyani, Nur, Darsikin Darsikin, and Sahrul Saehana. "Analysis of Student's Kinesthetic Activities Against Understanding the Principles of DSSC Work." Jurnal Riset Pendidikan MIPA 3, no. 2 (December 30, 2019): 69–76. http://dx.doi.org/10.22487/j25490192.2019.v3.i2.pp69-76.

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This study aims to determine how students 'kinesthetic learning activities on understanding the DSSC work principles and to determine the effect of students' kinesthetic activity processes on understanding the working principles of DSSC at Tadulako University. This research was a descriptive-qualitative study where all data is collected based on facts obtained in the field to produce descriptive data in the form of written or spoken words from the people being observed. Respondents involved in this study were 42 students. Data obtained through activity activities, interview comprehension tests, and questionnaires. The results showed that students had been learning kinesthetic activities very well, through kinesthetic activities students became more active students and felt happy. This was reinforced by active discussion, test results where most students got good grades, and interviews. It can be seen that although students' learning styles differ if the kinesthetic learning style was applied, students can easily remember and understand if they do this directly, this was reinforced by a questionnaire. The information obtained by kinesthetic learning styles complements learning styles in addition to kinesthetic.

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Siregar, Sriutami Kholila Mora, and Nurdin Bukit. "THE EFFECT OF COOPERATIVE LEARNING MODELS TYPE GROUP INVESTIGATION AND KINESTHETIC STYLE LEARNING TO SCIENCE PHYSICS SKILL PROCESS ON STUDENTS." Jurnal Pendidikan Fisika 3, no. 2 (December 1, 2014): 15. http://dx.doi.org/10.22611/jpf.v3i2.3169.

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The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.

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Wahju andjariani, Endang. "PROFIL KEMAMPUAN BAHASA INGGRIS MAHASISWA STKIP PGRI SIDOARJO BERDASARKAN GAYA BELAJAR." JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN 4, no. 2 (June 19, 2020): 1–9. http://dx.doi.org/10.51836/je.v4i2.87.

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Learning style of everyone can be a factor to the people to have different understanding competency about information. One of this is English and it can be different for everyone. The goal of this research was to describe English competency of 62 mathematical students by their learning style using questioner of learning style and TOEP. The result shown that there were seven type of learning style: auditory, kinesthetic, visual, auditory-kinesthetic, auditory-visual, kinesthetic-visual, and auditory-kinesthetic-visual that all of them have good listening competency than another.

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Richards, AJ. "Teaching Mechanics Using Kinesthetic Learning Activities." Physics Teacher 57, no. 1 (January 2019): 35–38. http://dx.doi.org/10.1119/1.5084926.

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SUAIB, RAHMAH WAHDANIATI. "THE USE OF VISUAL AUDITORY KINESTHETIC (VAK) LEARNING STYLES TO INCREASE STUDENTS’ VOCABULARY." DIDAKTIKA 11, no. 2 (June 20, 2019): 239. http://dx.doi.org/10.30863/didaktika.v11i2.169.

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The objectives of this research were: (1) To find out whether or not the Visual Auditory Kinesthetic learning stylesincreases the students’ vocabulary. (2) To find out whether or not the students are interested in studying English by using Visual Auditory Kinesthetic learning styles. This research employed quasi experimental design. This research used cluster random sampling technique. The research data were collected by using two kinds of instruments namely: writing test for the students’ vocabulary achievement and questionnaire for the students’ interest. The results of the research were: (1) the implementation of Visual Auditory Kinesthetic learning styles in teaching vocabulary improve the students achievement as there is a significant difference vocabulary mean score of the experimental group in posttest was significantly higher than the control group (82.40 > 58.80). (2) The students interest in Visual Auditory Kinesthetic learning styles was categorized as very high. It can be concluded that the Visual Auditory Kinesthetic learning styles in the teaching process is effective to be implemented in improving the students’ vocabulary achievement and the students have high interest toward Visual Auditory Kinesthetic learning styles in teaching English vocabulary.

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Syahputri, Aulia Maris, and Pamuji Sukoco Sukoco. "Application of developmental games based on kinesthetic perception to improve proprioceptive sensitivity, intelligence and cooperation in primary school children." Health, sport, rehabilitation 6, no. 4 (December 20, 2020): 8–17. http://dx.doi.org/10.34142/hsr.2020.06.04.01.

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Aim: to produce a game learning model based on kinesthetic perception to improve kinesthetic perception, play intelligence, and collaboration among elementary school children. Material and methods. The game learning model based on kinesthetic perception is adapted to the growth and development aspects of students which is packaged through the processing of limbs that is focused on the psychomotor domain consisting of a series of basic locomotor movements, manipulative, non-manipulative, cognitive play intelligence, and effective cooperation. The method used is research and development, namely descriptive, evaluative and experimental methods. This research method is used to produce a product, namely a game learning model based on the kinesthetic perception of children aged 7-8 years which is equivalent to lower grade elementary school students. Development procedures: (1) collecting research results and information, (2) analyzing the product to be developed, (3) developing the initial product, (4) conducting expert validation, (5) conducting small-scale trials and revisions, (6) conducting large-scale trials and revisions, (7) making final products, and (8) conducting effectiveness tests. The subjects of this study were grade 1 elementary school students. The data analysis techniques used were quantitative and qualitative descriptive analysis. The final product effectiveness test used one group pretest-posttest design experiment. Results. The results of this study are in the form of a kinesthetic perception-based game learning model to improve kinesthetic perception, playing intelligence, primary school children's collaboration which contains four games, namely (1) Target Shooting Games, (2) Train Car Games, (3) Flag Games, and ( 4) Rakartugu Games. From the results of the assessment of experts and practitioners, the game learning model based on kinesthetic perception has a validity of 0.963. Conclusions. Kinesthetic perception based game learning model is effective for developing kinesthetic perception limb processing skills, playing intelligence and cooperation.

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Bawalsah, Joseph Awwad, and Amer Hani Haddad. "Preferred Learning Styles among Students with Learning Disabilities." International Journal of Education 12, no. 3 (September 25, 2020): 119. http://dx.doi.org/10.5296/ije.v12i3.17265.

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Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them were at risk of having LD, and that kinesthetic and auditory learning styles were the most preferred styles among them, and these styles were correlated to gender between males and females, and correlated to GPA as students with higher achievement prefer kinesthetic and auditory learning styles respectively. The presence of LD managed to predict the preferred learning style according to gender and GPA, as males with LD preferring the auditory learning style managed to have better GPA compared to other students with LD, while females with LD who preferred kinesthetic learning style managed to have a better GPA compared to other females with LD. Findings were discussed according to the current educational practices adopted by teachers in schools compared to desired practices that should be compatible with preferred learning styles.

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Putri, Ni Wayan Suardiati, and Ni Kadek Suryati. "Analysis of The Style of Learning Based on Visual, Auditorial, Kinesthetic on Students of Computer System." IJECA (International Journal of Education and Curriculum Application) 3, no. 1 (April 14, 2020): 43. http://dx.doi.org/10.31764/ijeca.v3i1.2056.

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This study aims to describe the results of analysis of student learning styles based on Visual, Auditorial, Kinesthetic Computer System Study Program Class of 2019. The research method used is descriptive. Descriptive research was chosen because the researcher would describe and present a complete picture of the condition or relationship by describing each variable. The sample selection is done by purposive random sampling. The instruments used in this study were visual, auditory, and kinetic learning style questionnaires. Based on the research results it is known that the students of the Computer System Study Program in 2019 have a tendency towards kinesthetic learning styles. From 124 students, it was found that 13% Visual, 35% Auditorial, 42% Kinesthetic, 3% Combined Visual and Auditorial, 5% Combined Visual and Kinesthetic, and 2% Combined Auditorial and Kinesthetic.

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Sulisawati, Dwi Noviani, Lutfiyah Lutfiyah, and Luzainiatus Sukma. "IDENTIFIKASI MODALITAS BELAJAR VAK KOMBINASI SISWA DALAM PELAJARAN MATEMATIKA SMP NEGERI 1 ARJASA JEMBER." Prismatika: Jurnal Pendidikan dan Riset Matematika 2, no. 1 (October 26, 2019): 32–42. http://dx.doi.org/10.33503/prismatika.v2i1.572.

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The modality of learning or what we often refer to as learning styles is one of the main factors determining the success of students in understanding and receiving information given to them. This article aims to identify various combinations of visual, audio, and kinesthetic learning styles that exist in class VIII of SMP Negeri 1 Arjasa Jember. This research is a descriptive study whose data was obtained through questionnaire collection which was distributed to 58 students of class VIIIA and VIIIB. The results showed that overall the most learning styles possessed by eighth grade students in SMP Negeri 1 Arjasa are visual learning styles with details of the percentage distribution of learning styles as follows: visual as much as 44.83%, audio as much as 31.04%, kinesthetic as much as 5, 17%, visual-audio as much as 15.52%, audio-kinesthetic as much as 1.72%, and 1.72% for visual-audio-kinesthetic learning styles.

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Ariati, Ariati, Isda Pramuniati, and Evi Eviyanti. "STUDENTS' CRITICAL THINKING ABILITY, CREATIVE AND LEARNING STYLE IN BAHASA INDONESIA LEARNING FOR GRADE IV SD NEGERI 112238 SEPADAN JAYA." Jurnal Ilmiah Teunuleh 1, no. 2 (December 28, 2020): 167–82. http://dx.doi.org/10.51612/teunuleh.v1i2.29.

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Abstract This study aims to describe students 'critical thinking ability, students' creativity skills, and the learning style of grade 4 students at SDN 112238 Sepadan Jaya in Indonesian language lessons. This research uses qualitative descriptive method with a population of all grade 4 students at SDN 112238 Sepadan Jaya in the 2020/2021 school year of 21 students. The variables in this study were students' critical thinking ability, creativity, and learning style which included visual, auditorial and kinesthetic. Data collection techniques using questionnaires and analysis techniques used are descriptive statistics. The results showed that the average grade 4 at SDN 112238 Sepadan Jaya in the 2020/2021 school year in Bahasa Indonesia has the majority ability in the highly critical thinking category, at around 47.6%. Ability majority in the creative category, in percentage about 66.67%. The majority of learning styles are Kinesthetic, students have a tendency to one of the visual, auditory or kinesthetic learning styles, with the average student having a tendency on visual learning style 33.33%, auditory learning style 14.28%, and kinesthetic learning style 52.38%.

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Annury, Muhammad Nafi. "STUDENTS’ LANGUAGE LEARNING STYLES: AN ETHNOGRAPHIC CASE STUDY AT UIN WALISONGO SEMARANG." Vision: Journal for Language and Foreign Language Learning 5, no. 1 (April 1, 2016): 133. http://dx.doi.org/10.21580/vjv5i1863.

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This research is aimed at knowing kinds of learning preferences the students intend most and types of learners’characteristics appear in ELT classrooms.This research was conducted through qualitative approach. The data are collected questionnaires, documentation, and observation. The result of this study shows that students of ELT program at UIN Walisongo Semarang tend to study by various kinds of learning. Among students of 2A, 11.2% are visual students, 16.02% are audio-lingual, 5% are kinesthetic and the rest 14.11% are others, would use multimedia which available in the classroom. Whereas, students of 2B show that 13% of them are visual learners, 11% are audiolingual learners, 6.72% are kinesthetics and the rest 13,72% are others. Students of 2C, 12% of them are visual learners, 11.17% are audiolingual, 7.25% are kinesthetics and the rest 14% are others.

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Chisholm, Alexandria, and Brett Spencer. "Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities." Pennsylvania Libraries: Research & Practice 5, no. 1 (May 12, 2017): 26–34. http://dx.doi.org/10.5195/palrap.2017.141.

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Kinesthetic pedagogy uses physical movement to stimulate learning; recent studies in higher education increasingly reveal the effectiveness of kinesthetic activities (KAs) in college teaching. Accordingly, this paper suggests that academic librarians explore the use of kinesthetic activities in their instruction. Librarians have designed many excellent classroom activities based on other active learning pedagogies that happen to provide opportunities for some student movement. However, few librarians have intentionally incorporated KAs into their instructional design or contextualized their efforts within kinesthetic pedagogy. Nevertheless, some existing teaching methodologies discussed in library literature can offer a starting point for kinesthetic-conscious information literacy (IL) teachers. This article presents librarians with a menu of effective, evidence-based library activities documented in the literature along with practical advice from our trial-and-error experiences to enhance the kinesthetic benefits of these activities and manage student movement in the classroom.

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Gupta, RC, Aparna Garg, and Manisha Sankhla. "To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning." Journal of Mahatma Gandhi University of Medical Sciences and Technology 1, no. 2 (2016): 58–63. http://dx.doi.org/10.5005/jp-journals-10057-0014.

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ABSTRACT Background Academic demands of medical students are quite high. Learning styles may be classified into four major sensory modalities—visual, auditory, read-write and kinesthetic, that one most prefers to use when internalizing information. Objectives The purpose of the study was to evaluate the gender differences in learning style modalities among the First Year Undergraduate Students and their Preferred Mode of Learning. Methodology Total 243 first year students of various medical courses (135 MBBS, 56 BDS, and 52 BPT) attending lectures in the Department of Physiology, Mahatma Gandhi Medical College and Hospital, Jaipur, Rajasthan were included for the project. Learning style preference was identified using the visual, auditory, read-write and kinesthetic (VARK) online inventory developed by Fleming, 1992. A questionnaire was filled by the students which included their demographic profile, medical science stream and preferred sensory modality of instruction. Findings Learning style of the students of various medical courses showed a statistically significant difference according to VARK questionnaire (p < 0.0001). Within the group, based on VARK, the preferred Sensory Modality was kinesthetic in MBBS, BDS and BPT students. On the basis Preferred Sensory Mode, kinesthetic was the preferred mode in MBBS, BDS and visual mode amongst BPT students. The most common pattern of learning was bimodal in male and female students of the various medical courses. Conclusion Present findings suggest that kinesthetic was the preferred learning style by both individual preferred sensory modality and VARK inventory tool, and was found to be statistically significant among the students of medical and allied sciences. The gender differences when evaluated for both the individual preferred sensory modality and VARK inventory tool, it was found to have a predilection for the kinesthetic mode in both the male as well as female students. How to cite this article Garg A, Sankhla M, Gupta RC. To evaluate the Gender Differences in Learning Style Modalities among the Undergraduate Students and their Preferred Mode of Learning. J Mahatma Gandhi Univ Med Sci Tech 2016;1(2):58-63.

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Sufanti, Meifi, and Cecep Anwar Hadi Firdos Santosa. "The Influence of Stad Cooperative Strategies (Teaching AIDS and Multimedia Power Points) and Learning Style on Mathematics Learning Outcomes." Jurnal Pendidikan Matematika dan IPA 12, no. 1 (January 10, 2021): 40. http://dx.doi.org/10.26418/jpmipa.v12i1.43180.

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This study aims to determine the effect of STAD learning strategies assisted by teaching aids and multimedia assisted PowerPoint with auditory and kinesthetic learning styles on mathematics learning outcomes. Sampling was chosen randomly (random class). This type of research used quasi-experimental with a 2x2 factorial research design. The instruments use a test of learning outcomes in the form of multiple-choice questions and a questionnaire for student learning styles. Data were analyzed using two-way ANOVA and multiple comparison tests. Based on the data analysis, it is concluded that: (1) there are differences in the mathematics learning outcomes of students in classes who receive STAD learning assisted by teaching aids between STAD learning assisted by multimedia PowerPoint (2) there are differences in learning outcomes between students with auditory and kinesthetic learning styles students with audio learning styles, student mathematics learning outcomes are not higher when taught with STAD learning assisted by PowerPoint multimedia compared to STAD learning assisted by teaching aids (4) For students with kinesthetic learning styles student mathematics learning outcomes are higher when taught with STAD learning assisted by teaching aid, compared to PowerPoint multimedia-assisted STAD learning and (5) there is an interaction between STAD learning strategies and auditory and kinesthetic learning styles. Therefore, it is concluded that with there is an interaction between learning strategies and learning styles, student learning outcomes are not only influenced by learning strategies. In this case, the STAD learning strategy assisted with teaching aids and STAD assisted with multimedia PowerPoint is not the only factor in making students understand mathematical concepts but must be based on learning styles. For auditory student learning styles, the appropriate learning strategy is to use STAD assisted by Power Point multimedia, while for students who have a kinesthetic learning style using STAD assisted by teaching aids.

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Mardhiah, Ainal. "PENGARUH DESAIN METODOLOGI PSIKOLOGI PEMBELAJARAN PAI BERBASIS GAYA BELAJAR VISUAL TERHADAP PRESTASI BELAJAR MAHASISWA." Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 7, no. 2 (December 29, 2017): 229. http://dx.doi.org/10.22373/jm.v7i2.2363.

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The more appropriate learning design with student learning style, the more student achievement. This study aims to describe the influence of learning design based on visual learning style on student achievement that has visual, auditorial and kinesthetic learning style. Qualitative descriptive research method with experimental form. Result of data analysis show that: 1. That student of PAI learning psychology have 3 learning style, that is visual learning style, auditorial learning style and kinesthetic learning style. 2. Student achievement that has a visual learning style that is from the average value of 58.4 to 90.7. Children who have an auditorial learning style from the average score of 52.6 to 56.6. And the kinesthetic child from an average score of 56.5 to 60. This suggests that learning design based on visual learning style can only improve student's learning achievement that has visual learning style.

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Khan, Muqeem. "Kinesthetic learning system for Arabic indigenous dances." Qatar Foundation Annual Research Forum Proceedings, no. 2013 (November 2013): SSHP 020. http://dx.doi.org/10.5339/qfarf.2013.sshp-020.

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Culp, Brian, Mia Oberlton, and Kandice Porter. "Developing Kinesthetic Classrooms to Promote Active Learning." Journal of Physical Education, Recreation & Dance 91, no. 6 (July 23, 2020): 10–15. http://dx.doi.org/10.1080/07303084.2020.1768178.

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Ayala, Néstor Adrián Rodríguez, Eduardo González Mendívil, Patricia Salinas, and Horacio Rios. "Kinesthetic Learning Applied to Mathematics Using Kinect." Procedia Computer Science 25 (2013): 131–35. http://dx.doi.org/10.1016/j.procs.2013.11.016.

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Bashaw, Barbara, and Mary A. Brennan. "Creative Dance for Learning: The Kinesthetic Link." Journal of Dance Education 11, no. 3 (July 2011): 105–6. http://dx.doi.org/10.1080/15290824.2011.594980.

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Hwang, Wu-Yuin, Kinnosuke Manabe, Dong-Jhe Cai, and Zhao-Heng Ma. "Collaborative Kinesthetic English Learning With Recognition Technology." Journal of Educational Computing Research 58, no. 5 (December 13, 2019): 946–77. http://dx.doi.org/10.1177/0735633119893117.

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The aim of this study is to present three contributing factors to kinesthetic learning. This study employed advanced recognition technologies, pedagogical mechanisms, and interesting activity design. First, kinesthetic learning with a speaking accuracy measuring function to facilitate English as foreign language (EFL) learning is proposed. Namely, this function is about measuring the learners’ speaking accuracy and recognizing whether their body movements and facial expressions match their English speaking content via recognition technology. This function is expected to improve the learners’ pronunciation and motivation during the experiment. Second, we propose Collaborative Kinesthetic English Learning System based on the second-language acquisition method Total Physical Response. By integrating our system with Total Physical Response, it helps the learners improve EFL learning with physical movements and stimulates their memorization and motivation from collaborative perspectives. Finally, the last significant contribution of this study is to design and implement interesting interactive activities: Experience-based Sentence-Making and Interactive Dialogue. These two activities are to help learners produce their English output. In this study, our experimental results show Experience-based Sentence-Making and Interactive Dialogue can significantly improve EFL learning.

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Asrining Tyas, Peptia, and Mega Safitri. "Kinesthetic Learning Style Preferences: A Survey of Indonesian EFL Learners by Gender." JEES (Journal of English Educators Society) 2, no. 1 (April 29, 2017): 53. http://dx.doi.org/10.21070/jees.v2i1.688.

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This study investigated predominant learning style of 3rd semester students of English Language Education Program in Faculty of Cultural Studies at Universitas Brawijaya according to gender. Purposive sampling was used for this research and the sampling in this research was 100 students consist of 34 male students and 66 female students taken from 3rd semester English Department students of Faculty of Cultural Studies at Universitas Brawijaya. All participants were administered an Indonesian translated version of Reid’s (1984) Perceptual Learning Style Preference Questionnaire consisting of Visual, Auditory, Kinesthetic, Tactile, Group, and Individual, included 30 items. This study used quantitative survey design and Microsoft Excel 2007 as the analysis software. The validity and the reliability of this research were calculated by SPSS v.21. The result indicated that predominant male’s learning style was Kinesthetic and estimated by 14 male students (41%) while female students become Kinesthetic and Group and estimated the same percentage, 21 students (332%) for Kinesthetic and 21 (32%) students for Group. The result of the study also shows that both male and female tend to be Kinesthetic. It is suggested that to the English department to adjust the academic activities with the learning styles to enhance educational achievement and encouraging students take responsibility in their whole learning.

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Karim, Md Rezaul, AKM Asaduzzaman, Md Humayun Kabir Talukder, Kazi Khairul Alam, Farhana Haque, and Sadia Jabeen Khan. "Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh." Bangladesh Journal of Medical Education 10, no. 2 (December 25, 2019): 26–30. http://dx.doi.org/10.3329/bjme.v10i2.44640.

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This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance. Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30

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Pramesti, Ni Made Inten, and Ni Made Dwi Ratnadi. "Pengaruh Kecerdasan Emosional, Gaya Belajar Visual, Gaya Belajar Auditorial dan Gaya Belajar Kinestetik Pada Tingkat Pemahaman Akuntansi." E-Jurnal Akuntansi 30, no. 1 (January 14, 2020): 130. http://dx.doi.org/10.24843/eja.2020.v30.i01.p10.

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The level of one's accounting understanding can be influenced by emotional intelligence, visual learning styles, auditory learning styles and kinesthetic learning styles that exist within students. The purpose of the study was to determine the effect of emotional intelligence, visual learning style, auditory learning style and kinesthetic learning styles on the level of understanding of accounting. The research was conducted at the Faculty of Economics and Business, Udayana University. Respondents were 171 students majoring in accounting undergraduate program 2015 were determined by probability sampling method. Data were analyzed by multiple linear regression. Based on the results of the analysis, emotional intelligence has a positive effect on the level of accounting understanding. This shows that the better the emotional intelligence possessed by students causes the level of understanding of accounting increases. Visual learning style, auditory learning style and kinesthetic learning style have a positive effect on the level of understanding of accounting, this shows the better the learning style, the higher the level of understanding of accounting. The implications of the results of this study support cognitive theory which states the level of understanding of accounting is influenced by internal factors, namely emotional intelligence, visual learning style, auditory learning style and kinesthetic learning style. Keywords: Understanding, Intelligence, Learning Style

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Yuliyanto, Aan, Dinda Mifta Amalia, and Idat Muqodas. "Use of instagram to improve verbal-linguistic intelligence and kinesthetic-body intelligence of low-class students through scientific approach in primary schools." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 10, no. 1 (June 1, 2020): 112. http://dx.doi.org/10.25273/pe.v10i1.6344.

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Verbal-Linguistic Intelligence and Kinesthetic-Body Intelligence are important for students to have at an early age. The purpose of this study is to see improvement in Verbal-Linguistic and Kinesthetic-Body Intelligence through Instagram-assisted Scientific Approaches. The study used a pre-experimental method with one group pretest-posttest design on the thematic learning of my hobby topic. Determination of the sample by purposive sampling technique. Participants consisted of 15 male students and 12 female students in first-grade elementary school in Purwakarta Regency. Measurement through observation and documentation to observe and record the activities of students' verbal-linguistic and kinesthetic intelligence. Research shows an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence is in the medium category with n-gain values of 0.59 and 0.56, and an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence after learning with a more scientific-assisted Instagram approach significantly better than before being treated with sig. 0,000<0.05. The use of Instagram shows students enthusiastic about expressing their hobbies. Learning development should be able to accommodate a variety of student intelligence and utilize social media that serves to facilitate learning and assessment more interesting

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Breckler, Jennifer, and Justin R. Yu. "Student responses to a hands-on kinesthetic lecture activity for learning about the oxygen carrying capacity of blood." Advances in Physiology Education 35, no. 1 (March 2011): 39–47. http://dx.doi.org/10.1152/advan.00090.2010.

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This article describes a new hands-on, or “kinesthetic,” activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic learning and to help increase their understanding and engagement during lecture. This activity uses simple inexpensive materials, provides an effective model for demonstrating related pathophysiology, and helps promote active learning. The activity protocol and its implementation are described here in detail. We also report data obtained from student surveys and assessment tools to determine the effectiveness of the activity on student conceptual learning and perceptions. A brief multiple-choice pretest showed that although students had already been introduced to the relevant concepts in lecture, they had not yet mastered these concepts before performing the activity. Two postactivity assessments showed that student performance was significantly improved on the posttest compared with the pretest and that information was largely retained at the end of the course. Survey data showed that one-half of the students stated kinesthetic learning as among their learning preferences, yet nearly all students enjoyed and were engaged in this hands-on kinesthetic activity regardless of their preferences. Most students would recommend it to their peers and expressed a desire for more kinesthetic learning opportunities in the lecture curriculum.

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Tabatabei, Ezzat, and Mina Ghazi Joolaee. "Learning style preferences of Persian learners: Case Study of Arabic speakers." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 52–58. http://dx.doi.org/10.18844/gjflt.v7i1.538.

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Learning styles refer to the strategies and processes that facilitate learning and understanding the concepts. So, teachers can incorporate their learning styles in their curriculum activities. It also, will help students to be more attracted to learning session and instantly give attention to the session undertaken by the teachers. The purpose of the experiment is to ascertain the learning styles of learners using the VARK questionnaire. This study is an analysis of learning style for 100 Iraqi and Syrian Persian learners completed a VARK questionnaire to determine if their learning styles are auditory, reading/writing, visual or kinesthetic. Out of 100 participants who responded the questionnaire, their preferred learning style was visual by 12 percentages, 16 auditory, 13 Reading/writing and 20 kinesthetic. According to data analyze, we provide implications for improving learning process. Keywords: Learning styles VARK; Visual; Aural; Reading/writing; Kinesthetic; Arabic Persian learners

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Salsabila, Farah. "PENGARUH MODEL PEMBELAJARAN CONCEPTUAL UNDERSTANDING PROCEDURES (CUPs) BERBANTUAN MEDIA HANDOUT TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DITINJAU DARI GAYA BELAJAR DI SMK N 3 PEKALONGAN." Delta: Jurnal Ilmiah Pendidikan Matematika 7, no. 1 (November 26, 2019): 37. http://dx.doi.org/10.31941/delta.v7i1.922.

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The objectivives of this research were to investigate the influence of learning model CUPs used handouts of the ability of understanding the concept in terms of learning style in SMK N 3 Pekalongan. This is a quantitative research with the quasi experiment. Its population was all of the students of X TT SMK N 3 Pekalongan consisting of 6 class. The samples of the research were taken by using the cluster random sampling.The result of this research are: 1). CUPs Learning model used handouts as a media produced the ability of understanding the concept better than learning model directly. 2). The students with visual learning style is ability to create understanding comprehension concept rather than the students with auditory and kinesthetic learning style, 3). The students with a kinesthetic learning style have the same ability to create concept understanding comprehension is the same used CUPs or direct learning, the students with a visual learning style produced a better ability in learning CUPs than direct learning, and students with the auditory ability produced a better understanding in learning CUPs than learning directly. 4). In learning model CUPs used handouts as a media, the ability of understanding the concept of students in a study visual as good as auditory, the ability of understanding the concept of students with study visual style and auditory better than kinesthetic. 5) in direct learning model, the ability of understanding the concept of students who have style visual and auditory style are the same, the ability of understanding the concept of students learn auditory as good as kinesthetic, and the ability of understanding the concept of students in a study visual better than kinesthetic.

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M, Anbarasi, Rajkumar G, Krishnakumar S, Rajendran P, Venkatesan R, Dinesh T, Mohan J, and Venkidusamy S. "Learning style-based teaching harvests a superior comprehension of respiratory physiology." Advances in Physiology Education 39, no. 3 (September 2015): 214–17. http://dx.doi.org/10.1152/advan.00157.2014.

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Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual ( n = 34), auditory ( n = 44), and kinesthetic ( n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference ( P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group ( P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores ( P < 0.0001). Post hoc analysis showed significance between the three learning style-based groups compared with the traditional group [visual vs. traditional groups (p=0.002), auditory vs. traditional groups (p=0.03), and Kinesthetic vs. traditional groups (p=0.001)]. This study emphasizes that teaching methods tailored to students' style of learning definitely improve their understanding, performance, and retrieval of the subject.

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Md Zain, Noor Nasyikin, Fazilah Tamsir, Noor Ayuernie Ibrahim, Halimi Poniran, and Amirul Syafiq Mohd Ghazali. "VARK LEARNING STYLES TOWARDS ACADEMIC PERFORMANCE AMONG STUDENTS OF PRIVATE UNIVERSITY IN SELANGOR." International Journal of Modern Trends in Social Sciences 2, no. 10 (December 12, 2019): 01–12. http://dx.doi.org/10.35631/ijmtss.210001.

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The objectives of this study are twofold: (a) to examine the influence of students’ learning styles on their academic performance; and (b) to identifies the preferred learning styles of students between high/low achievers, gender, and different clusters. By using VARK standard questionnaire, 433 undergraduate students from four faculties at the Private University in Selangor are used as observations for this study. The study finds that all students were unimodal learners and Kinesthetic (K) type of learning style is the learner type with the most number of students. High achievers are preferred Kinesthetic (K) learning style while Read/Write (R) learning style is more practiced by students with low achievement. Male students are more preferred Kinesthetic (K) learning style, but female students had a preference for Visual (V) learning style. Social science students are more preferred an Aural (A) as compared to the pure science students which are more preferred Read/Write (R) learning style. Further, this study confirms that Visual (V) and Kinesthetic (K) learning style preferences are positively and significantly influence students’ academic performance. This indicates that different subjects required different kinds of learning styles and instructions to optimally potentiate and benefit the students. This result is consistent with the “Meshing Hypothesis” which states that the learning outcomes could be highly achieved if learning was matched with a predominant learning style of the learner. This study gives a better representation of the current situation in the learning preferences among undergraduate students in Malaysia.

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Irwansyah, Dodi. "Analisis Kecerdasan Kinestetik, Interpersonal dan Intrapersonal dengan Hasil Belajar Pendidikan Jasmani." Journal of Education, Humaniora and Social Sciences (JEHSS) 1, no. 1 (October 18, 2018): 48–51. http://dx.doi.org/10.34007/jehss.v1i1.7.

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The results of learning physical education of students at Kuta Baro MTsN are very lacking, this is of course there is a connection with kinesthetic intelligence, interpersonal and intrapersonal intelligence. The purpose of this study was to see the relationship between kinesthetic intelligence, interpersonal and intrapersonal with the results of physical education learning students of MTsN Kuta Baro Aceh Besar. This type of correlational research using 175 Baro students MTsN students, while the sample technique uses random sampling taken 15% from 25 people, and data analysis using multiple correlation formulas. The results of the study showed that there was a relationship between kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence with students learning outcomes at Kuta Baro MTsN.

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Julianto, Julianto. "PENERAPAN MODEL TEAM-ASSISTED INDIVIDUALIZATION (TAI) DENGAN GAYA PEMBELAJARAN VISUAL, AUDITORI, DAN KINESTETIK (VAK) UNTUK MENINGKATKAN KEMAMPUAN MENULIS KARANGAN PERSUASI PADA PESERTA DIDIK SMA NEGERI 1 RANCAEKEK." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 3, no. 1 (December 30, 2017): 162–74. http://dx.doi.org/10.36989/didaktik.v3i1.61.

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Writing is activity for exercise think ability become more than creative, productive, and expressive. Writing need diligence for develop essay design with the best. Writing skil have to training continual because writing not simple. This study have for question respond: (1) how planning writing skil persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek, (2) how implementation writing skil persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek, (3) how result writing skil persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek. This study tested the three cycle. Based on the study results, cycle one value persuasive essay is 55,4. The cycle two value persuasive essay is 68,5, and cycle three experience raise value become 80,2. So, the learning persuasive essay use application team-assisted individualization with the style learning visual, auditori, and kinesthetic on the student class X SMAN 1 Rancaekek can support the raise study achievement for student.

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Jonāne, Lolita. "KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 180–90. http://dx.doi.org/10.17770/sie2018vol1.3315.

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The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative and quantitative methods - experienced teacher’s survey and student-trainee survey after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involves different forms - tactile, movement-based learning, warm-up and relaxation exercises; 2)it is applicable at all stages of education and in teaching/ learning and extra-curricular activities; 3) it is effective during the classroom if it is consistent with the age of the pupils and the learning content. The survey concluded that majority of surveyed teachers positively evaluate the kinesthetic teaching/ learning style and quite often apply it in their lessons according to their competence.

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Ahisya, Hesty, Deviani Utami, Supriyati Supriyati, and Achmad Farich. "Gaya Belajar dengan Prestasi Belajar Mahasiswa Fakultas Kedokteran Umum Universitas Malahayati." Jurnal Ilmiah Kesehatan Sandi Husada 11, no. 1 (March 22, 2020): 103–8. http://dx.doi.org/10.35816/jiskh.v11i1.229.

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Background: One factor that can influence learning outcomes is the learning style. Learning style is a consistent way carried out by someone in overcoming stimuli or information, ways of thinking, thinking and solving problems. Learning achievement is a reflection of the score result achieved from learning at the end of the study program. Learning styles have a positive impact on student achievement or the student's cumulative achievement index score. Objectives: To know the differences in learning style among visual, auditory, read/write, and kinesthetic with learning achievement results in the Medical Faculty University of Malahayati class of 2018. Methods: The design of this study used an observational analytic approach with a cross-sectional design. The sampling technique in this study used a simple random sampling method and obtained a total sample of 118 people. Data analysis using a one-way ANOVA test. Results: The average score of the 118 student’s GPA at the Medical Faculty University of Malahayati Class of 2018 is about 2,90 with a standard deviation value of 0,39. Most of the respondents’ learning style is kinesthetic learning styles as many as 68 people (57,6%). There is a statistically significant difference between the learning styles of visual, auditory, read/write, and kinesthetic toward student achievement results with the p-value= 0,000. Conclusion: There is a statistically significant difference between the learning styles of visual, auditory, read/write, and kinesthetic with the results of student achievement at the Medical Faculty University of Malahayati Class of 2018.

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Pongkendek, Jesi Jecsen, and Dewi Satria Ahmar. "Analysis of Learning Styles of Students in Class of XI Science 1 and XI Science 2 at SMAN 3 North Luwu." Journal of Applied Science, Engineering, Technology, and Education 2, no. 1 (June 7, 2020): 28–31. http://dx.doi.org/10.35877/454ri.asci2152.

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The study was a descriptive study with the aim of knowing the description of the learning styles of students of Class of XI Science 1 and XI Science 2 of SMAN 3 North Luwu. Description of learning styles that will be obtained in the form of visual style, auditory, and kinesthetic. The subjects of this study were students of class of XI Science 1 totaling 29 students and XI Science 2 totaling 30 students. Retrieval of research data is done by using a student learning style questionnaire. Through descriptive data analysis process results obtained show that (a) the tendency of learning styles of the class of XI Science 1 student: 18 students as visual (62.1%), 4 students as auditory (13.8%), and 7 students as kinesthetic ( 24.1 %%); (b) the tendency of students' learning styles in class of XI Science 2: visual are 15 students (50%), auditory are 9 students (30%), and kinesthetic are 6 students (20%). Through this research, it can be seen that the learning styles of students are different, some tend to be visual, auditory, or kinesthetic. Although it appears that the tendency of learning styles of students in Class of XI Science 1 and XI Science 2 is a visual style. Thus, the teacher can determine the right learning design to be implemented in the classroom.

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Whillier, Stephney, Reidar P. Lystad, David Abi-Arrage, Christopher McPhie, Samara Johnston, Christopher Williams, and Mark Rice. "The learning style preferences of chiropractic students: A cross-sectional study." Journal of Chiropractic Education 28, no. 1 (March 1, 2014): 21–27. http://dx.doi.org/10.7899/jce-13-25.

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Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.

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Zimmerman, Virginia. "Moving Poems: Kinesthetic Learning in the Literatur Classroom." Pedagogy 2, no. 3 (October 1, 2002): 409–12. http://dx.doi.org/10.1215/15314200-2-3-409.

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Richards, AJ. "Teaching Electricity and Magnetism Using Kinesthetic Learning Activities." Physics Teacher 58, no. 8 (November 2020): 572–76. http://dx.doi.org/10.1119/10.0002380.

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Mobley, Kayce, and Sarah Fisher. "Ditching the Desks: Kinesthetic Learning in College Classrooms." Social Studies 105, no. 6 (August 30, 2014): 301–9. http://dx.doi.org/10.1080/00377996.2014.951471.

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Suhartini Maharani. "PENGARUH METODE COOPERATIVE LEARNING DAN PERSEPSI KINESTETIK TERHADAP HASIL BELAJAR GERAK DASAR MANIPULATIF." Visipena Journal 11, no. 1 (June 30, 2020): 99–115. http://dx.doi.org/10.46244/visipena.v11i1.1092.

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This study aims to determine the effect of the TGT and STAD learning models on manipulative basic motion learning outcomes, to analyze the interaction of cooperative learning models with kinesthetic perceptions on learning outcomes, as well as differences in learning outcomes with TGT and STAD models in students with high and low kinesthetic perceptions. This study uses an experimental method with factorial design. The study was conducted at SDIT Al Madinah in 4th grade students. Data analysis was performed using descriptive analysis and different tests. The results showed that there were significant differences in the learning outcome in the learning model with the TGT model with the STAD model. There is an interaction between learning models with kinesthetic perception on learning outcomes. In the high kinesthetic perception, the learning outcomes of the TGT class are much higher than the STAD class, whereas in the low kinesthetic perception, the learning outcomes of the TGT class are slightly higher than the STAD class. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran TGT dan STAD pada hasil belajar gerak dasar manipulatif, menganalisis interaksi model cooperative learning dengan persepsi kinestetik pada hasil belajar, serta perbedaan hasil belajar dengan model TGT dan STAD pada siswa dengan persepsi kinestetik tinggi dan rendah. Penelitian ini menggunakan metode eksperimen dengan desain factorial design. Penelitian dilakukan di Sekolah Dasar Islam Terpadu Al Madinah pada siswa kelas 4. Analisis data dilakukan menggunakan analisis deskriptif dan uji beda. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan hasil belajar gerak dasar manipulatif pada model pembelajaran dengan model TGT dengan model STAD. Terdapat interaksi antara model pembelajaran dengan persepsi kinestetik pada hasil belajar. Pada persepsi kinestetik tinggi, hasil belajar kelas TGT jauh lebih tinggi dari kelas STAD, sedangkan pada persepsi kinestetik rendah, hasil belajar kelas TGT sedikit lebih tinggi dari kelas STAD. Kata Kunci: cooperative learning, TGT, STAD, persepsi kinestetik, hasil belajar

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Tloczynski, Joseph. "Visual Dominance in a Lateral Plane Motor Learning Task." Perceptual and Motor Skills 74, no. 2 (April 1992): 363–68. http://dx.doi.org/10.2466/pms.1992.74.2.363.

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Visual dominance was investigated in a motor learning task with the criterion movement being in the lateral plane of the body. The criterion movement was a 10-in. abduction of the arm. All subjects received four presentation trials for the criterion movement in each of the following conditions: dominant rotated arm, dominant unrotated arm, nondominant rotated arm, and nondominant unrotated arm. Three independent groups of 10 college-age subjects differed according to sensory stimuli given during presentation trials. The Kinesthetic group was blindfolded for presentation trials. The Visual and Kinesthetic group was unblindfolded for presentation trials. The Alternating group was blindfolded on half of the presentation trials and unblindfolded on the other half. All subjects carried out five blindfolded reproduction trials for each of the four conditions. Absolute error for the length of the reproduced movements was measured and no significant difference between groups was found. This suggests that visual dominance is reduced in movements outside the frontal plane when focal vision is not used. Planned comparison testing indicated the Alternating group was significantly more accurate than the Visual and Kinesthetic group.

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Kartika, Widia Indra, Syifa Lailatul Mutmainnah, Nurlia Agustina, and Moh Salimi. "FACILITATING LEARNING STYLES IN ELEMENTARY SCHOOL STUDENTS." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 514. http://dx.doi.org/10.20961/shes.v1i2.26836.

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Educators need to understand student learning styles so that the delivery of material or the learning process becomes smooth and successful. Educators need to understand also ways to facilitate students according to learning styles. The purpose of this study is to (1) describe student learning styles; (2) describe ways to facilitate student learning styles. The results of this study are: (1) learning style is a learning process of students in accordance with their skills and abilities which consist of visual learning styles, auditory learning styles, and kinesthetic learning styles. (2) ways to facilitate visual learners through vision or depiction, auditory learners learn through hearing, and kinesthetic learners learn through motion or touch.

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Abi, Alfonsa Maria. "ANALISIS GAYA BELAJAR MATEMATIKA PADA SISWA KELAS VII SMP NEGERI OEBAKI." RANGE: Jurnal Pendidikan Matematika 2, no. 1 (July 31, 2020): 18–24. http://dx.doi.org/10.32938/jpm.v2i1.538.

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The reason of getting low mark in mathematics is due to the lack of students’ interest and attention. Many students feel that mathematics is hard to be learnt and to be understood as well as there is unwillingness effort to review every lesson at home along with teachers’ unawareness of students’ learning style. One of the characteristics in learning style that related to absorption, preparation and delivery of information is the students’ learning style. Learning style forms the important modality in study. The information about characteristic of students’ learning style is very important for teachers to increase the quality of learning itself and students will be easier to motivate themselves in learning as well. The aim of this research is to know the learning style of seventh grade students in SMP N Oebaki in the academic year 2017/2018.The method of this research is descriptive qualitative method and the research instrument that used are questionnaires, interview and observation. The result of this study shows that the students have visual, auditory, and kinesthetic learning style, and the dominant learning style of the students is kinesthetic learning style. Key words: Mathematical learning style, visual, auditory, kinesthetic.

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Journal articles on the topic 'Kinesthetic learning'

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