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Статті в журналах з теми "Kolb's Model of Experential Learning"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Mildred, Arellano Sebastian. "STUDENTS' GENDER, LEARNING STYLE, AND DIFFICULTIES IN SOLVING PROBLEMS IN COLLEGE ALGEBRA." International Journal of Multidisciplinary Research and Modern Education 3, no. 2 (2017): 87–95. https://doi.org/10.5281/zenodo.1004670.

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The study was an attempt to determine the students’ level of difficulties encountered in solving problems in college algebra as profiled in their gender and learning style. Difficulties in solving mathematical problems were measured in terms of conceptual and computational difficulties and were classified as to high, average, and low difficulty levels. Two research instruments were prepared: the learning style inventory (LSI) and the diagnostic test (DT) in college algebra. The LSI was adopted from Kolb’s Model of Experiential Learning; while the DT was developed and was validated so as to ach

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2

Anggela, Rika, and Rina Rina. "PENGARUH MODEL EXPERENTIAL LEARNING TERHADAP KESADARAN LINGKUNGAN SISWA SEKOLAH DASAR." Sosial Horizon: Jurnal Pendidikan Sosial 9, no. 2 (2022): 301–10. http://dx.doi.org/10.31571/sosial.v9i2.4920.

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Tujuan untuk mengetahui secara objektif dan sistematis Pengaruh Penerapan Model Experential Learning Terhadap Kesadaran Lingkungan Siswa Sekolah Dasar. Penelitian ini menggunakan Pre Experimental Design. Berdasarkan hasil penelitian dan pembahasan dapat disimpukan bahwa : 1)Kesadaran Lingkungan sebelum penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 68,32 berada dalam kriteria cukup; 2) Kesadaran Lingkungan sesudah penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 86,74 berada dalam kriteria Baik. 3) Berdasarkan hasil pengujian uji t diketahui bahw

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3

Anggela, Rika, and Rina Rina. "PENGARUH MODEL EXPERENTIAL LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR." Sosial Horizon: Jurnal Pendidikan Sosial 10, no. 2 (2023): 161–71. http://dx.doi.org/10.31571/sosial.v10i2.6182.

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Tujuan untuk mengetahui secara objektif dan sistematis Pengaruh Penerapan Model Experential Learning Terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar. Penelitian ini menggunakan Pre Experimental Design. Berdasarkan hasil penelitian dan pembahasan dapat disimpukan bahwa : 1) Kemampuan Berpikir Kritis Siswa sebelum penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 67,63 berada dalam kriteria cukup; 2) Kemampuan Berpikir Kritis Siswa sesudah penerapan Model Experential Learning memperoleh rata-rata nilai sebesar 77,63 berada dalam kriteria Baik. 3) Berdasarkan hasil pe

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4

Anggreni, Anggreni. "Experential Learning (Pembelajaran Berbasis Mengalami)." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 2 (2020): 186. http://dx.doi.org/10.30736/atl.v1i2.86.

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Learning is the process of changing individual behavior as a result of interaction with the environment. It is a system consisting of components interacting with ano another to achieve the goals of teaching that has already been predetermined. One of the learning model that is often used in learning theory is experiential learning (experience-based) learning. Experiential learning was first introduced by David A. Kolb. Experiential learning is an effort to achieve the goals based on experiences that are constantly changing in order to improve the effectiveness of the learning outcomes themselv

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5

Nugraha, Jaka. "Penerapan Model Experiential Learning Terhadap Peningkatan Keterampilan Bermain Musik Ansamble Peserta Didik Pada Mata Pelajaran Seni Budaya Dan Prakarya Di Sekolah Dasar." Science and Education Journal (SICEDU) 1, no. 2 (2022): 81–87. http://dx.doi.org/10.31004/sicedu.v1i2.19.

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Penelitian ini bertujuan untuk mengetahuai pengaruh penerapan model pembelajaran Experential Learning lebih baik terhadap peningkatan keterampilan bermain musik ansamble peserta didik dibandingkan dengan peningkatan keterampilan bermain musik ansamble peserta didik yang menggunakan model pembelajaran konvensional. Penelitian ini dilatarbelakangi oleh permasalahan rendahnya keterampilan bermain musik ansamble peserta didik di SD Negeri Cicalengka X. peserta didik memiliki sedikit keterampilan dalam memainkan alat musik., keterbatasan guru dalam kemampuan seni mengakibatkan pembelajaran music me

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6

Kaskowitz, Gary. "Factor Analysis of the Model Constructs Suggested by Kolb's Learning Skills Profile." Perceptual and Motor Skills 80, no. 2 (1995): 479–86. http://dx.doi.org/10.2466/pms.1995.80.2.479.

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Data from 236 MBA and middle-level managers who completed Kolb's Learning Skills Profile were analyzed using confirmatory and exploratory factor analyses to assess whether Kolb's model of Experiential Learning Theory could be validated at the performance level. An analysis of the Learning Skills Profile correlation matrix showed that Kolb's proposed four factors could be found although not without significant intercorrelation. The two-factor model suggested by the theory, i.e., Grasping of experience and Transformation of experience, did not appear in a confirmatory analysis. Although some sup

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7

Mehta, Dr Mita, and Nishant Mehta. "Impact of Experiential Learning on Learning Outcomes Among Engineering Students Based on Kolb's Model: A Netnography Study." Journal of Engineering Education Transformations 37, no. 2 (2023): 51–59. http://dx.doi.org/10.16920/jeet/2023/v37i2/23149.

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Abstract : This article aims to explore the impact of experiential learning on learning outcomes and clarify how and what makes experiential learning more impactful, keeping Kolb's learning model at the center. This study was conducted for engineering students through netnography methodology. By analyzing comments, we have gathered insights about the learning outcomes and type of experiential learning from engineering students through online forums and community pages. The study has a netnography tool, a most advanced and extended version of ethnography. For this study, we have referred to Kol

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8

Rosidin, Rosidin. "Optimalisasi Pembelajaran Berbasis Pengalaman (Experiential Learning)." AKADEMIKA 8, no. 2 (2014): 151–65. http://dx.doi.org/10.30736/akademika.v8i2.82.

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The mission of Islamic universities to become world-class universities necessitates a serious improvement of the entire element in it. This paper highlights the learning elements as target for urgent improvement required. The problems formulated in this paper are: 1) A normative study as a result of the socalled thematic tarbawi interpretation of the verses of the Qur'an that are relevant to the experience-based learning; 2) A theoretical study discussing one of the experience-based learning models, namely the Kolb's experiential learning (EL); 3) A practical study in the form of ideas that is

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9

Haritha, Dr G., and Dr Ratna Rao. "A Holistic Approach to Professional Development: Integrating Kolb's Experiential Learning Theory for Soft Skills Mastery." Journal of Engineering Education Transformations 37, IS2 (2024): 415–24. http://dx.doi.org/10.16920/jeet/2024/v37is2/24069.

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Abstract - Kolb's Experiential Learning Theory emerged as a foundational educational framework in higher education, offering a structured approach to design sessions and courses that encompass a complete learning cycle. The theory aligned specific phases of the cycle with varied learning styles, acknowledging the diverse preferences individuals have for learning. Recognizing these distinct learning styles constitute the initial stride in cultivating learners' awareness of alternative learning strategies. The research investigated the practical application of Kolb's theory within professional s

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10

Rahmi, Wifqi. "Analytical Study of Experiential Learning: Experiential Learning Theory in Learning Activities." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 5, no. 2 (2024): 115–26. http://dx.doi.org/10.62775/edukasia.v5i2.1113.

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The aim of this research is to describe experiential learning in learning activities. David A. Kolb's Learning Theory highlights four keys stages: experience, reflection, abstract concepts, and active experimentation. This research is a library research or literature review, primarily focus on collecting and reviewing various previous studies on Kolb's learning theory. The findings indicate that the four stages of experiential learning models can enhance student engagement, deepen understanding of subject matter better, develop critical and creative skills to face future challenges, and foster

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11

Purwasih, Ratni, Turmudi, and Jarnawi Afgani Dahlan. "How do you solve number pattern problems through mathematical semiotics analysis and computational thinking?" Journal on Mathematics Education 15, no. 2 (2024): 403–30. http://dx.doi.org/10.22342/jme.v15i2.pp403-430.

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Some countries, including Indonesia, have a framework for understanding how students receive and process math concepts as new knowledge through learning styles. Learning style, particularly Kolb's model, is one of the learning styles that contribute to students' success in learning. Experts have explored the characteristics of Kolb's learning style and found many effects on student learning outcomes as a starting point in learning mathematical concepts. However, the research still focuses on exploring integer operation materials in specific math abilities. The researchers hardly found any disc

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12

Tomčić, Lana. "The importance of respecting the learning styles in the teaching process: An example of Kolb's model of experiential learning." Norma 26, no. 1 (2021): 67–79. http://dx.doi.org/10.5937/norma2101067t.

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The aim of this paper is to point out the importance of knowing and respecting the learning styles in the teaching process through the presentation of Kolb's model of experiential learning. The goal is achieved at the theoretical level, using the method of theoretical analysis and content analysis techniques, starting from the analysis of concepts and classifications of learning styles in the most common learning theories, through different ways of respecting learning styles to Kolb's model of experiential learning. Knowledge of learning styles is of multiple importance for pedagogical theory

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13

Cockerton, Tracey, Rukhsana Naz, and Sylvia Sheppard. "Factorial Validity and Internal Reliability of Honey and Mumford's Learning Styles Questionnaire." Psychological Reports 91, no. 2 (2002): 503–19. http://dx.doi.org/10.2466/pr0.2002.91.2.503.

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Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a f

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14

Kumari, Winja. "IMPLEMENTASI METODE PEMBELAJARAN EXPERENTIAL LEARNING UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA SEKOLAH MENENGAH PERTAMA." JURNAL PENDIDIKAN BUDDHA DAN ISU SOSIAL KONTEMPORER (JPBISK) 6, no. 1 (2024): 39–50. https://doi.org/10.56325/jpbisk.v6i1.117.

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Experiential learning merupakan proses penciptaan pengetahuan melalui kombinasi antara mendapatkan pengalaman dan mentransformasi pengalaman. Adapun tujuan dari penelitian ini untuk mengetahui implementasi metode pembelajaran experential learning untuk meningkatkan prestasi belajar siswa SMP. Metode yang digunakan kualitatif melalui kajian pustaka. Hasil penelitian menunjukkan bahwa metode experiental learning merupakan proses pembelajaran untuk membangun pengetahuan dan keterampilan dengan mengaktifkan peserta didik berdasarkan pengalaman mereka secara langsung. Mengenai gaya belajar yang ses

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15

Brock, Kathy L., and Beverly J. Cameron. "Enlivening Political Science Courses with Kolb's Learning Preference Model." PS: Political Science and Politics 32, no. 2 (1999): 251. http://dx.doi.org/10.2307/420560.

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16

Bergsteiner, Harald, Gayle C. Avery, and Ruth Neumann. "Kolb's experiential learning model: critique from a modelling perspective." Studies in Continuing Education 32, no. 1 (2010): 29–46. http://dx.doi.org/10.1080/01580370903534355.

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17

Bergsteiner, Harald, and Gayle C. Avery. "The twin-cycle experiential learning model: reconceptualising Kolb's theory." Studies in Continuing Education 36, no. 3 (2014): 257–74. http://dx.doi.org/10.1080/0158037x.2014.904782.

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18

Brock, Kathy L., and Beverly J. Cameron. "Enlivening Political Science Courses with Kolb's Learning Preference Model." PS: Political Science & Politics 32, no. 02 (1999): 251–56. http://dx.doi.org/10.1017/s1049096500049404.

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19

Eagleton, Saramarie, and Anton Muller. "Development of a model for whole brain learning of physiology." Advances in Physiology Education 35, no. 4 (2011): 421–26. http://dx.doi.org/10.1152/advan.00007.2011.

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In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles t

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20

Ajayi, Victor Oluwatosin, Emmanuel Edoja Achor, and Emmanuel Eriba Otor. "Improving Teaching Quality in Science Education using Kolb's Learning Model and 5E Learning Model." Journal of Research in Curriculum and Teaching, Benue State University, Makurdi 11, no. 1 (2019): 1–13. https://doi.org/10.5281/zenodo.13341806.

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The study investigated if Kolb’s and 5E learning models could improve teachers’ teaching quality in science education subjects such as biology, chemistry and physics. A sample of 298 students from 9 purposively selected secondary schools out of a population of 4,421 Senior Secondary II students from Makurdi Local Government Area of Benue State, Nigeria was used for the study. The study adopted quasi experimental research design of pretest, posttest and non-equivalent type. The instrument used for data collection was Science Education Teaching Quality Inventory (SETQI) with reliabil

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21

ATKINSON, GEORGE, and PATRICIA H. MURRELL. "Kolb's Experiential Learning Theory: A Meta-Model for Career Exploration." Journal of Counseling & Development 66, no. 8 (1988): 374–77. http://dx.doi.org/10.1002/j.1556-6676.1988.tb00890.x.

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22

Tang Minh, Dung, Trang Trieu Thi, and Nga Nguyen Thi. "Teaching the surrounding area of the cylinder following an experiential learning approach." Journal of Science Educational Science 66, no. 3 (2021): 201–10. http://dx.doi.org/10.18173/2354-1075.2021-0126.

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Stemming from the new requirement related to experiential activities in the High School Mathematics Program 2018, we build and organize a teaching situation on the formula calculating the surrounding area of a cylinder, based on David A. Kolb's experiential learning model. Experimental results on 20 students of 9th grade show that students play a central role in constructing and applying the formula for calculating area, based on experiences and learning tasks designed in 4 phases: concrete experience, reflective observation, abstract conceptualization, active experimentation. The research ope

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23

Agustin, Mayflor Galleno, and Marie Grace S. Cabansag. "Disaster readiness and risk reduction management module using Kolb's model." International Journal of Evaluation and Research in Education (IJERE) 12, no. 2 (2023): 703–9. https://doi.org/10.11591/ijere.v12i2.24471.

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Disaster risk reduction and management (DRRM) as a course in basic education aims to raise the student’s awareness of what to do before, during, and after a disaster using contextualized modules. The contextualization and validation of these modules considered legal bases and statutory standards in terms of learning competency, content, language, assessment, format, and technical specifications. The student’s performance and end users’ feedback and suggestions were used as bases for evaluating the developed modules. The descriptive method thru the instrumentation technique of

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24

Ishkov, Aleksandr. "Telescopic model of the natural cycle of activity." Edelweiss Applied Science and Technology 8, no. 6 (2024): 8454–64. https://doi.org/10.55214/25768484.v8i6.3817.

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The article deals with the telescopic model of the natural cycle of activity, reflecting the hierarchical structure of the human nervous system. The main goal of the study was to develop a model that duplicates the principle of hierarchy inherent in the nervous system and used in the “Priority” temperaments classification. The author analyzes existing activity cycle models, including the OODA cycle, D. Kolb's experience-based learning model, A. Kolb and D. Kolb's extended experience-based learning model, B. McCarthy's 4MAT model of learning styles, the Margerison-McCann model and M. Belbin's t

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25

Ayasrah, Asma Nayef, and Khaled Mohammad Abu Loum. "The Effect of Using Kolb's Model to Teach the Unit of “Conjunctions” in Developing the Mathematical Proficiency of Basic Tenth Grade Students in Jordan." Jordanian Educational Journal 10, no. 1 (2025): 291–312. https://doi.org/10.46515/jaes.v10i1.1363.

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The study aimed to investigate the effect of teaching the conjunctions unit using Kolb's model in developing mathematical proficiency among basic tenth grade students in Jordan, The study used the experimental approach based on the quasi-experimental design, to achieve the purposes of the study, a pre-post mathematical proficiency test was applied to a sample of (74) female students, divided randomly into two groups: experimental group (36) and control group (38). The results of the study revealed that the students of the experimental group who studied using Kolb's model excelled in the post-t

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26

Baker, Marshall, Shane Robinson, and David Kolb. "Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model." Journal of Agricultural Education 53, no. 4 (2012): 1–16. http://dx.doi.org/10.5032/jae.2012.04001.

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27

Kaushik, Pulkit. "Redefining Learning: Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences." International Journal of Learning and Teaching 9, no. 1 (2017): 330–39. http://dx.doi.org/10.18844/ijlt.v8i5.1889.

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 * Abstract This study attempts to bridge David Kolb’s theory of Learning Styles Howard with Gardner’s Theory of Multiple Intelligences to overcome criticisms to both. The necessity to sequentially achieve Kolb's four learning stages (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and their respective preferred combinations are discussed as an onset. Succeeding that is an analysis of Gardner's Theory of Multiple Intelligences which claims intelligence to be one of eight types of independent arenas of competence, all indepe

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28

Sims, Ronald R., and Jeanne Lindholm. "Kolb's Experiential Learning Model: A First Step in Learning How to Learn from Experience." Journal of Management Education 17, no. 1 (1993): 95–98. http://dx.doi.org/10.1177/105256299301700108.

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29

Talabudin Umkabu and Nur'im Septi Lestari. "Strategi Pembelajaran Experential Learning terhadap Peningkatan Akademik Siswa di SD Muhammadiyah Abepura." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 1 (2023): 459–68. http://dx.doi.org/10.62775/edukasia.v4i1.284.

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The purpose of this research is to determine the impact of experiential learning strategies on academic improvement among students at SD Muhammadiyah Abepura. The method used in this research is qualitative research with a field study approach. This type of research is typically conducted through observation, interviews, or measurements and sampling. The research was conducted at SD Muhammadiyah Abepura. The results of this research indicate that the experiential learning model is implemented by teachers at SD Muhammadiyah Abepura through experiencing, observing, reflecting, and providing stru

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30

SUGARMAN, LÉONIE. "Kolb's Model of Experiential Learning: Touchstone for Trainers, Students, Counselors, and Clients." Journal of Counseling & Development 64, no. 4 (1985): 264–68. http://dx.doi.org/10.1002/j.1556-6676.1985.tb01097.x.

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Montgomery, Bette. "Teaching Communicative Actions." Journal of Family & Consumer Sciences 112, no. 1 (2020): 51–53. http://dx.doi.org/10.14307/jfcs112.1.51.

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Communication is the foundation of professional relationships and collaborative teams within family and consumer sciences (FCS) (Mitstifer, 2014). These relationships and collaborative work may be facilitated through communicative actions. Educational structure is needed to intentionally focus on communicative actions in undergraduate coursework. The purposes of this paper, therefore, are to briefly explain communicative actions, examine Kolb's model of experiential learning as a way to structure teaching and learning, and to share undergraduate student experiences in learning about communicat

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32

Lindawati, Lindawati. "PENERAPAN MODEL PEMBELAJARAN EXPERIENTIAL LEARNING UNTUK MENINGKATKAN KETERAMPILAN MENULIS CERPEN." Jurnal Sains Riset 9, no. 2 (2019): 32–38. http://dx.doi.org/10.47647/jsr.v9i2.112.

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Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan keterampilan menulis cerpen berdasarkan pengalaman pribadi bagi siswa kelas IX-E di SMP Negeri 1 Muara Tiga Kabupaten Pidie.. Pelaksanaan (PTK) ini menggunakan dua siklus dengan melalui 3 tahapan yaitu, (1) Briefing, yaitu tahap proses pengarahan pada individu atau kelompok sebelum melakukan pembelajaran, (2) Activity, yaitu tahap dimana individu atau kelompok melaksankan kegiatan sesuai dengan briefing yang telah diberikan, dan (3) Mereview, adalah tahap dimana siswa dibantu pengajar melihat dan memandang secara kritis dampak da

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Lubis, J. A., F. A. Lubis, M. Darwis, P. Dongoran, and N. Pardede. "Improving the Ability of Communication Student Develop Model Project Based Learning (PjBL) With Media LKS Based Experential Learning." Journal of Physics: Conference Series 1477 (March 2020): 042059. http://dx.doi.org/10.1088/1742-6596/1477/4/042059.

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Fitzgibbon, Ann. "Kolb's Experiential Learning Model as a Model for Supervision of Classroom Teaching for Student Teachers." European Journal of Teacher Education 10, no. 2 (1987): 163–77. http://dx.doi.org/10.1080/0261976870100206.

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35

Khaskhuu, Ariunaa, and Nyambayar Chimed-Ochir. "Learning Styles and Cultural Differences: A comparative study of cultural differences in Austrian and Mongolian Students." Embedded Selforganising Systems 10, no. 7 (2023): 95–101. http://dx.doi.org/10.14464/ess.v10i7.613.

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This study shows the relationship between the types of cultural differences and learning styles of Kolb's learning model. Although several cross-cultural studies on learning styles suggest that learning styles may differ from one culture to another, the question of which cultures are associated with which learning styles and abilities has been less explored. This study focuses on the empirical findings of comparative studies on past cross-cultural differences in learning styles and considers how the propositions generated by the theory tests may reflect their past empirical findings. This rese

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Sukardi, Sukardi, Baik Nilawati Astini, and Nursaptini Nursaptini. "Students’ Innovativeness in Developing Business: An Empirical Study of Kolb’s Experiential Learning on Entrepreneurship Course." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 9, no. 1 (2023): 24. http://dx.doi.org/10.33394/jk.v9i1.7088.

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This study investigates the efficacy and effects of Kolb's experiential learning (EL) model and students' scientific field groups on their innovativeness in business development. (1) Humanities and Social Science, and (2) Science and Technology are the scientific field groups. A quasi-experimental quantitative approach with a 2 x 2 factorial design was used in this study. This study's sample encompassed active Faculty of Teacher Training and Education of the University of Mataram enrolling for entrepreneurship courses which were taken using random sampling after commensuration processes. The d

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Močinić, Snježana, and Sanja Tatković. "Using Kolb's Learning Model in Structured Types of Professional Education and Training for Teachers." Revija za elementarno izobraževanje 4, no. 4 (2021): 409–33. http://dx.doi.org/10.18690/rei.14.4.409-433.2021.

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The use of Kolb's model enhances the effects of professional development because the model allows the exchange of concrete experience, reflective observation, abstract conceptualisation and active experimentation, and provides the connection between theory and practice. The empirical part of this paper analyses the results of a survey conducted among teachers from Croatian primary schools regarding the presence of the four stages of Kolb’s learning model in structured types of professional education and training. The survey shows teachers’ dissatisfaction regarding the presence of activities s

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Terry, Marion. "Translating Learning Style Theory into University Teaching Practices: An Article Based on Kolb's Experiential Learning Model." Journal of College Reading and Learning 32, no. 1 (2001): 68–85. http://dx.doi.org/10.1080/10790195.2001.10850128.

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Ardiyanto, Bagas, Fery Firmansah, and Tasari Tasari. "Differentiated Learning Using ESS-MATH-Based PBL Model on Problem-Solving Ability Reviewed from Learning Style." MATHEMA: JURNAL PENDIDIKAN MATEMATIKA 7, no. 1 (2025): 148. https://doi.org/10.33365/jm.v7i1.4791.

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The development of the era of globalization is accelerating, which must be supported by the ability of expert students. This study aims to find out how content-differentiated learning through the ESS-MATH-based Problem-Based Learning model affects the ability of class X students of SMK N 1 Klaten to solve problems from a learning style. This study uses a descriptive approach with qualitative research methods. The instruments used were David Kolb's learning style questionnaire, the ESS-MATH application and problem-solving ability questions. The results obtained are that the application of conte

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Katz, Noomi. "Construct Validity of Kolb's Learning Style Inventory, Using Factor Analysis and Guttman's Smallest Space Analysis." Perceptual and Motor Skills 63, no. 3 (1986): 1323–26. http://dx.doi.org/10.2466/pms.1986.63.3.1323.

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The Learning Style Inventory developed by David Kolb assesses learners' preferences for specific phases of a model of an experiential learning cycle. A Hebrew version of Kolb's inventory was administered to 739 undergraduate students from nine major study areas, after investigating the instrument's cross-cultural equivalence. In accordance with hypothesized underlying structure, two-factor solutions corresponding to the experiential model's two dimensions, clearly emerged in the factor analysis. While the over-all circular structure of the model is presented strongly using Guttman's SSA proced

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Sedana, I. Gusti Nyoman, and St Wisnu Wijaya. "PENERAPAN MODEL UTAUT UNTUK MEMAHAMI PENERIMAAN DAN PENGGUNAAN LEARNING MANAGEMENT SYSTEM STUDI KASUS: EXPERENTIAL E-LEARNING OF SANATA DHARMA UNIVERSITY." Jurnal Sistem Informasi 5, no. 2 (2012): 114. http://dx.doi.org/10.21609/jsi.v5i2.271.

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Experiential E-Learning of Sanata Dharma University (Exelsa) adalah sebuah Learning Management System (LMS) berbasis web yang dikembangkan oleh Universitas Sanata Dharma untuk meningkatkan efektivitas dan kualitas pembelajaran. Exelsa memiliki sejumlah fasilitas seperti tugas online, tes online, bahan kuliah, chating, menjawab kuesioner, melihat pengumuman, forum mata kuliah, kalender kegiatan, dan sebagainya. Makalah ini menjelaskan tentang hasil penelitian mengenai hubungan faktor-faktor yang mempengaruhi penerimaan dan penggunaan Exelsa dengan menggunakan Unified Theory of Acceptance and Us

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Hariri, Citra Apriovilita, and Erna Yayuk. "The Application of Experential Learning Model to Increase Students’ Comprehension in the Subject Material of Light and Its Properties." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 1 (2018): 1–15. http://dx.doi.org/10.24246/j.js.2018.v8.i1.p1-15.

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The research purposes are to: (1) find out the application of Experiental Learning Model to improve the science understanding for Light and Its Properties subject material of fifth grade students in Temuguruh 1 Elementary School, and (2) increase the understanding of learning science through experiential learning model of fifth students I Temuguruh-Banyuwangi Elementary School. This study uses qualitative and quantitative research that applies classroom action. The research subjects are 19 fifth grade students which consists of 10 female and 9 male students. This research was conducted on Marc

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Muro, Paola Di, and Marion Terry. "A Matter of Style: Applying Kolb's Learning Style Model to College Mathematics Teaching Practices." Journal of College Reading and Learning 38, no. 1 (2007): 53–60. http://dx.doi.org/10.1080/10790195.2007.10850204.

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Diken, Fatih, and Nevin Ozdemir. "The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University." Journal of Education in Black Sea Region 6, no. 2 (2021): 54–69. http://dx.doi.org/10.31578/jebs.v6i2.231.

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This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different

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Zhao, Jensen J., and Calvin Parks. "Self-Assessment of Com munication Behavior: An Experiential Learning Exercise for Intercultural Business Success." Business Communication Quarterly 58, no. 1 (1995): 20–25. http://dx.doi.org/10.1177/108056999505800106.

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This self-assessment is an experiential learning exercise designed for both corporate training and classroom. With Kolb's experiential learning model as a theoretical base, the self-assessment questionnaire in the exercise was developed on the basis of seven. dimensions of communication compe tence identified and confirmed by various empirical studies as predictors of intercultural business success. After com pleting this exercise, students should be able to (a) identify their communication behavior in intercultural interactions, (b) be aware of their communication competence level in intercul

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Sims, Ronald R., John G. Veres, and Susan M. Heninger. "Training for Competence." Public Personnel Management 18, no. 1 (1989): 101–7. http://dx.doi.org/10.1177/009102608901800109.

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Competence has been defined as “the ability to meet or surpass prevailing standards of adequacy for a particular activity” (Butler, 1978 p.7). The authors describe in this article a framework for competency-based training, focused on the importance of training the public personnelist responsible for implementing staff development programs. Kolb's (1984) experiential learning model is suggested as a vehicle for instilling competencies which overcomes difficulties with many traditional, single modality approaches to training. The implications for public sector training programs are discussed.

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Wang, Jing, and Jasni Dolah. "A Framework for Facilitating Experiential Learning in Cultural Tourism." International Journal of Virtual and Personal Learning Environments 14, no. 1 (2024): 1–24. http://dx.doi.org/10.4018/ijvple.360381.

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Cultural tourism provides rich opportunities for experiential learning, but a framework to foster such learning is lacking. This study introduces the “learning behaviors-interactive scenarios” framework to explore key facilitators of experiential learning in cultural tourism. Through a literature review, it outlines key learning behaviors in cultural tourism—seeking challenges, critical reflection, and immersive engagement—that drive Kolb's experiential learning model. It examines how activity, information, and interaction scenarios influence these behaviors and enhance learning outcomes. A ca

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Idkhan, A. Muhammad, and Muhammad Maruf Idris. "Dimensions of Students Learning Styles at The University with The Kolb Learning Model." International Journal of Environment, Engineering and Education 3, no. 2 (2021): 75–82. http://dx.doi.org/10.55151/ijeedu.v3i2.60.

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Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an err

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Nguyen, Le Chi, Tran Van The, and Mai Van Hung. "Kolb's Experiential Learning Model in STEM Education: A Theoretical and Empirical Study with Ninth Grade Students." International Journal of Religion 4, no. 1 (2023): 162–75. https://doi.org/10.61707/gw8kms93.

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Background: Vietnam’s educational reform emphasizes competency-based learning to enhance problem-solving skills. Kolb’s Experiential Learning Model (ELM) provides a structured approach to integrating hands-on activities in STEM education, but its effectiveness in secondary education remains underexplored. Purpose: This study examines the applicability of Kolb’s extreme learning machine (ELM) in STEM education and evaluates its impact on ninth-grade students’ problem-solving skills through experiential learning. This study investigates whether hands-on activities improve students’ ability to an

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Septia, Rizqi Nurlaili, Kartono ., and Tri Joko Raharjo. "Problem Solving Skills in Child Friendly Learning Through the Discovery Learning based on Applet Geogebra in Terms of Learning Style." International Journal of Research and Review 11, no. 1 (2024): 501–11. http://dx.doi.org/10.52403/ijrr.20240156.

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The problem in this study is the low mathematical problem-solving ability caused by ineffective learning, the use of learning models that are not innovative, the lack of use of learning media that can visualize mathematical concepts, and the different learning styles of each student. This study aims to analyze the ability of mathematical problem solving in child-friendly learning through discovery learning model based on applet geogebra in terms of David Kolb's learning style. This research uses mixed methods design with concurrent embedded model. The instruments in this research are David Kol

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