![]() Having been embraced for several decades, though, “learning styles” has moved beyond fad to what experts refer to as “neuromyth,” one of many “commonly accepted, erroneous beliefs based on misunderstandings of neuroscience that contribute to pseudoscientific practice within education (Ruhaak & Cook, 2018). The brain processes information in very complex and nuanced ways that can’t be so simply generalized.įads are common in education. Most likely, students are best served when a variety of strategies are employed in a lesson.Īs appealing as a framework like VARK is-relatively easy to conceptualize and quick to assess-everyone engages in different modes of learning in various ways. The best approach for them may even vary day-to-day. A single student may learn best with one approach in one subject and a different one in another. Simply put, students’ learning preferences as identified via questionnaires do not predict the singular, best way to teach them. In fact, a student’s “learning style” may not even predict the way they prefer to be taught or the way they actually choose to study on their own (Newton & Salvi, 2020). Study after study has shown that matching instructional mode to a student’s supposedly identified “learning style” does not produce better learning outcomes. By placing students in categories that reflect “preferred learning styles,” we run the risk of oversimplifying the complex nature of teaching and learning to the detriment of our students. While this brief survey may provide some insights for teachers, we must be wary of overestimating the value of the results. Based on their responses, the system classifies them as Visual, Auditory, Read-write, and/or Kinesthetic learners and recommends specific learning strategies. Students answer 25 multiple-choice questions that range from how they like their teachers to teach (discussions and guest speakers, textbooks and handouts, field trips and labs, or charts and diagrams) to how they would give directions to a neighbor’s house (draw a map, write out directions, say them aloud, or walk with the person) (VARK Learn Limited, 2021). One of the most popular learning styles inventories used in schools is the VARK system (Cuevas, 2015). More than 70 different systems have been developed that use student questionnaires/self-reports to categorize their supposed learning preferences. The “learning styles” theory makes a big leap, suggesting that students will learn better if they are taught in a manner that conforms to their preferences. People can also have preferences in the way they receive information-Joan may prefer to read an article while Jay may rather listen to a lecture. It’s true that people have fairly stable strengths and weaknesses in their cognitive abilities, such as processing language or visual-spatial stimuli. That’s a problem-because research tells us that this approach doesn’t work to improve learning. Studies show that an estimated 89% of teachers believe in matching instruction to a student’s preferred learning style (Newton & Salvi, 2020). However, each of them has a weakness in these abilities.The concept of “learning styles” has been overwhelmingly embraced by educators in the U.S. In general, each visual auditory and kinesthetic student has the ability to analyze, evaluate, and create as part of the higher order thinking component. 4) There are 2 students who have a kinesthetic learning style, the two students are one in the medium category and one in the low category. 62.5% of them are in the medium category, and 37.5% are in the low category. 3) There are 8 students who have an auditory learning style or 24% of the population. ![]() 30% of them are in the high category, 44% are in the medium category, and 26% are in the low category. 2) There are 23 students who have a visual learning style or 70% of the population. ![]() The results of the study: 1) There was no difference in ability between students' visual, auditory and kinesthetic learning styles in solving PISA-oriented math problems. Data collection techniques using interviews, documentation, and tests. ![]() The sampling technique used purposive sampling. The population of all students of class X SMA Negeri 2 Surakarta samples in the study of several students in the population. This type of research is a mix method with a Concurrent Triangulation Strategy design. ![]() The purpose of this study was to analyze students' high-order thinking skills in solving PISA-oriented math problems in terms of learning styles. Mathematical problem solving is influenced by the level of students' thinking ability. Mathematical problems are given to students to train themselves in their thinking skills and to find out the level of thinking that each student has. ![]()
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