The use of visual, auditory, kinesthetic (VAK) learning to increase student learning outcomes

Authors

  • Muspratiwi Pertiwi Muslimin Rosdiana Universitas Negeri Makassar, Indonesia
  • Muslimin Muslimin Universitas Negeri Makassar, Indonesia
  • Firmansyah Firmansyah Universitas Papua, Indonesia

DOI:

https://doi.org/10.30862/inornatus.v2i2.343

Keywords:

Auditory, kinesthetic, learning, science learning, visual

Abstract

This study uses classroom action research. The research objective is to apply the visual, auditory, kinesthetic (VAK) learning model to improve student learning outcomes. The subjects in this study were teachers and students of grade IV primary school totaling 24 students. Data collection techniques used are observation, tests, and documentation. Actions have been done as much as 2 cycles. Data is calculated using percentages. The findings reveal that the learning outcomes of cycle I are in the sufficient category, and there is an increase in cycle II which is in the good category. The conclusion in this study is that the application of VAK learning can improve the learning process and student science learning outcomes.

References

Arikunto, S., Suhardjono, S., & Supardi, S. (2016). Penelitian tindakan kelas. Bumi Aksara.

Arsana, I. W. (2011). Pengaruh strategi pembelajaran terhadap hasil belajar pendidikan kewarganegaraan siswa kelas V yang memiliki kecerdasan emosional dan gaya belajar yang berbeda di kecamatan Rendang, Karangasem, Bali: instructional strategy, emotional intelligence, learnin. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan Unipa Surabaya, 7(13), 1–14. https://doi.org/10.36456/bp.vol7.no13.a1198

Awalina, N., Djuanda, D., & Hanifah, N. (2016). Penerapan model visual auditory kinesthetic (vak) dengan teknik hypnoteaching untuk meningkatkan keterampilan siswa memerankan tokoh drama di kelas V SDN Tegalendah Kecamatan Rancakalong Kabupaten Sumedang. Jurnal Pena Ilmiah, 1(1), 311–320. https://doi.org/10.23819/pi.v1i1.3037

Beluan, C. S., Nebore, I. D. Y., & Jeni, J. (2018). Project-based learning to create effective biology teaching. Inornatus: Biology Education Journal, 1(2), 81–88. https://doi.org/10.30862/inornatus.v1i2.253

Chairad, M., Damanik, S., & Hasibuan, B. (2019). The applying of the VAK method in improving learning outcomes in basketball dribbling on physical education, health and recreation students faculty of sport science, State University of Medan. Proceedings of The 5th Annual International Seminar on Trends in Science and Science Education, AISTSSE 2018, 18-19 October 2018, Medan, Indonesia.

Ferreira, R. A., & Rodríguez, C. (2022). Effect of a science of learning course on beliefs in neuromyths and neuroscience literacy. Brain Sciences, 12(7), 811. https://doi.org/10.3390/brainsci12070811

Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126. https://doi.org/10.1080/10494820.2018.1495653

Ikawati, O. N., & Kowiyah, K. (2021). Visual, auditory, and kinesthetic learning model on the mathematics problem solving ability. Desimal: Jurnal Matematika, 4(1), 13–20. https://doi.org/10.24042/djm.v4i1.7362

Khoirunnisa, S., & Iba, K. (2022). Correlation study of visual, auditorial and kinesthetic learning styles (VAK) with mathematics learning outcomes for elementary school students. Jurnal Paedagogy, 9(4), 790–798. https://doi.org/10.33394/jp.v9i4.5495

Kusumawarti, E., Subiyantoro, S., & Rukayah, R. (2020). The effectiveness of visualization, auditory, kinesthetic (VAK) model toward writing narrative: Linguistic intelligence perspective. International Journal of Instruction, 13(4), 677–694. https://doi.org/10.29333/iji.2020.13442a

Labu, N. (2021). Analisis karakteristik gaya belajar vak (Visual, Auditorial, Kinestetik) siswa kelas X SMAK St. Petrus Ende tahun ajaran 2019/2020. Jurnal Penelitian Pendidikan Agama Katolik, 1(1), 1–21. https://doi.org/10.52110/jppak.v1i1.3

Larson, K. E., Pas, E. T., Bradshaw, C. P., Rosenberg, M. S., & Day-Vines, N. L. (2018). Examining how proactive management and culturally responsive teaching relate to student behavior: implications for measurement and practice. School Psychology Review, 47(2), 153–166. https://doi.org/10.17105/SPR-2017-0070.V47-2

Lelasari, T., Yohanita, A. M., & Damopolii, I. (2021). Effect of inquiry science learning on students’ metacognitive skill. Journal of Research in Instructional, 1(1), 53–60. https://doi.org/10.30862/jri.v1i1.12

Matorevhu, A., & Madzamba, H. (2022). The hidden curriculum and its role in curriculum innovation implementation. Journal of Research in Instructional, 2(2), 163–174. https://doi.org/10.30862/jri.v2i2.96

Nwafor, S. C., Ibe, F. N., & Muoneke, N. M. (2022). Optimizing information and communication technology applications in chemistry learning. Journal of Research in Instructional, 2(2), 151–162. https://doi.org/10.30862/jri.v2i2.92

Pambudi, G. D., Winangsih, F., Nunaki, J. H., Nusantari, E., & Damopolii, I. (2022). Encouraging students’ metacognitive skills through inquiry learning. Inornatus: Biology Education Journal, 2(1), 43–52. https://doi.org/10.30862/inornatus.v2i1.272

Pingge, H. D., & Wangid, M. N. (2016). Faktor yang mempengaruhi hasil belajar siswa sekolah dasar di kecamatan kota Tambolaka. Jurnal Pendidikan Sekolah Dasar Ahmad Dahlan, 2(1), 107–122. https://doi.org/10.26555/jpsd.v2i2.a4947

Samara, N., Yohanita, A. M., & Iwan, I. (2018). Application of problem-solving learning models to improve the activity and students’ learning outcomes of SMA Kristen YABT Manokwari. Inornatus: Biology Education Journal, 1(1), 30–41. https://doi.org/10.30862/inornatus.v1i1.38

Sari, P. (2019). Analisis terhadap kerucut pengalaman Edgar Dale dan keragaman gaya belajar untuk memilih media yang tepat dalam pembelajaran. Mudir: Jurnal Manajemen Pendidikan, 1(1), 42–57. https://doi.org/10.55352/mudir.v1i1.27

Sary, E., Rozi, Z. F., & Satria, T. G. (2020). Application of visual learning models, auditory, kinestetic (VAK) on the results of learning science class v Bangunrejo state elementary school. Literasi Nusantara, 1(1), 51–60. https://citradharma.org/journal/index.php/literasinusantara/article/view/8

Shoimin, A. (2014). 68 Model Pembelajaran Inovatif. Ar-Ruzz Media.

Taiyeb, A. M., & Mukhlisa, N. (2015). Hubungan gaya belajar dan motivasi belajar dengan hasil belajar biologi siswa kelas XI IPA SMA Negeri 1 Tanete Rilau. Bionature, 16(1), 8–16. https://doi.org/10.35580/bionature.v16i1.1563

Tuken, R., & Pasinggi, Y. S. (2018). Penerapan Pendekatan kontekstual (CTL) untuk meningkatkan hasil belajar mahasiswa program studi PGSD UNM Kampus Parepare pada mata kuliah PKn I. Jurnal Publikasi Pendidikan, 8(2), 132–136. https://doi.org/10.26858/publikan.v8i2.5963

Vargas-Hernández, J. G., & Vargas-González, O. C. (2022). Strategies for meaningful learning in higher education. Journal of Research in Instructional, 2(1), 47–69. https://doi.org/10.30862/jri.v2i1.41

Wege, K., Harso, A., & Wolo, D. (2022). Analysis of student learning independence during the pandemic. Journal of Research in Instructional, 2(1), 87–96. https://doi.org/10.30862/jri.v2i1.34

Zagoto, M. M., Yarni, N., & Dakhi, O. (2019). Perbedaan individu dari gaya belajarnya serta implikasinya dalam pembelajaran. Jurnal Review Pendidikan Dan Pengajaran, 2(2), 259–265. https://doi.org/10.31004/jrpp.v2i2.481

Zannah, N. L., Damopolii, I., Iwan, I., & Rahman, S. R. (2018). Examining student learning outcomes on the topic of invertebrates through problem-based learning. Inornatus: Biology Education Journal, 1(2), 69–74. https://doi.org/10.30862/inornatus.v1i2.251

Zulfadewina, Z., Iba, K., & Noviyanti, I. (2020). Pengaruh model pembelajaran visual, auditori, dan kinestetik (VAK) terhadap hasil belajar IPA peserta didik kelas IV di SDN Pondok Kopi 07 Pagi Jakarta Timur. Jurnal Elementaria Edukasia, 3(2), 255–364. https://jurnal.unma.ac.id/index.php/jee/article/view/2392/1994

Downloads

Published

2022-11-21

Issue

Vol. 2 No. 2 (2022): Inornatus: Biology Education Journal

Section

Articles

License

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Biology Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/ibej/about
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright

Authors who publish with Inornatus Biology Education jurnal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.