Visual Auditory and Kinesthetic Learning Model to Improve Students’ Motivation, Creativity, and Learning Outcomes

Authors

  • Calvin Malvigie Universitas PGRI Yogyakarta
  • Victor Novianto Universitas PGRI Yogyakarta
  • Sharifah Zannierah Syed Marzuki Universiti Teknologi MARA

DOI:

https://doi.org/10.30595/rissej.v1i2.128

Keywords:

Creativity, Motivation, Learning Outcomes

Abstract

This study aims to identify how well the application of the VAK learning model can improve students' motivation, creativity, and scores in social science subjects. The study applies Classroom Action Research with two cycles. Each cycle consists of planning, implementing, observing, and reflecting. The respondents are 30 students of grade 9C grade at SMP N 1 Mlati which consists of 19 females and 11 males. The data analysis technique used quantitative descriptive methods. The results of the study show that applying the VAK learning model can increase the motivation, creativity, and outcomes of the students. The score of motivation of the pre-cycle is high and very high categories; as much as 43.34%, in cycle I it gets 70%, and finally, in cycle II it gets 100%. The score of creativity in the pre-cycle stage is good and very good categories; as much as 20%, the cycle I it gets 66.67%, and it gets  96.67% in cycle II. The minimum score for students in the pre-cycle stage is 46.67%, in the first cycle it gets 70% and the cycle II it gets 93.33%. It can be concluded that applying the VAK learning model can increase the students' motivation, creativity, and scores in social science.

References

Arsyad, M. N., & Nuryati, H. (2019). Penerapan Model Pembelajaran Visualization Auditory Kinestetic (VAK) dalam Meningkatkan Hasil Belajar IPS Siswa SMPN Moncok. Maharsi: Jurnal Pendidikan Sejarah Dan Sosiologi, 1(2), 1–11.

Gunawan, K. ., & Hariani, L. . (2018). Faktor-Faktor yang Mempengaruhi Hasil Belajar Siswa. Jurnal Penelitian Dan Pendidikan IPS (JPPI), 12(1), 14–22.

Gutierrez, M. D. C., Mendez, M. D. R. L., Centeno, B. Z., & Osorio, L. A. B. (2018). The Styles visual, Auditory, Kinesthetic and Competences in the Classroom. Int J Recent Sci Res., 9(6), 27679–27682.

Hakim, N. P., & Purwandari, D. A. (2020). Penggunaan Model Pembelajaran Visual Auditori Kinestetik (VAK) Berbasis Sosiodrama Dalam Meningkatkan Hasil Belajar IPS. Jurnal Studi Guru Dan Pembelajaran, 3(1), 115–123.

Higuita, R., & Harnanik. (2017). Faktor-Faktor yang Mempengaruhi Hasil Belajar Mata Pelajaran IPS Ekonomi Kelas VIII SMP Negeri 5 Batang (Tahun Ajaran 2015/2016). Economic Education Analysis Journal, 6(1), 202–206.

Hussain, I. (2017). Pedagogical Implication of VARK Model of Learning. Journal of Literature, Languages and Linguistics, 38, 33–37.

Khairy, M., Wibowo, T., Nasution, M., Suheri, & Siregar, N. M. (2022). Peran Guru IPS dalam Memberikan Pembelajaran Sebagai Upaya Pengembangan Kreativitas Siswa. Cendekiawan: Jurnal Pendidikan Dan Studi Keislaman, 1(13–18).

Kumala, I., Adhiyati, U. P., & Heryani, R. D. (2022). Keterkaitan Gaya Belajar Visual Auditori Kinestetik (VAK) Dengan Motivasi Belajar Siswa Pada Masa Pandemi Covid 19. Research and Development Journal of Education, 8(2), 726–733.

Lestari. (2018). Penerapan Model Visualization Auditory Kinestetic (VAK) untuk Meningkatkan Hasil Belajar Siswa. Jurnal Wahana Didaktika, 16(3), 321–329.

Marjito, E. R., & Nurhalipah. (2018). Analisis Motivasi Belajar Siswa Pada Pembelajaran IPS di Kelas VIII MTS Mujahidin Pontianak Tahun Ajaran 2017/2018. SOSIAL HORIZON: Jurnal Pendidikan Sosial, 5(1), 35–44.

Nabillah, T., & Prasetyo, A. A. (2019). Faktor Penyebab Rendahnya Hasil Belajar Siswa. Sesiomedika, 2(1c), 659–663.

Parbawa, I. G. N. M. A., & Sujana, I. W. (2018). Pengaruh Model Pembelajaran Visual Auditory Kinestetik dan Motivasi Belajar terhadap Kompetensi Pengetahuan IPS Siswa. Jurnal Ilmihah Sekolah Dasar, 2(1), 68–72.

Rahayu, D. C., Suryani, & Zainiyati, H. S. (2020). Identification of Vacuum Learning Styles (Visual, Auditory, Kinesthetic) Primary School Student in Indonesia. International Journal of Education and Research, 8(9), 181–190.

Rewa, W. R. R., Indawati, N., & Al Arsy, A. F. (2019). Faktor-Faktor Yang Mempengaruhi Hasil Belajar Siswa Pada Mata Pelajaran Ips Terpadu Kelas Vii. Jurnal Riset Pendidikan Ekonomi, 4(2), 1–6. https://doi.org/10.21067/jrpe.v4i2.3910

Siregar, M. D., & Yunitasari, D. (2018). Penerapan Strategi Pembelajaran Inkuiri Pada Siswa Kelas V Mi Nw Kelayu Jorong. Educatio, 12(1), 68–83.

Sustianingsih. (2021). Pengaruh Sarana Belajar, Motivasi Belajar, dan Disiplin Belajar terhadap Ptestasi Belajar IPS. Jurnal Sosialita, 16(2), 245–262.

Uno, H. B. (2016). Teori Motivasi dan Pengukurannya:Analisis di Bidang Pendidikan. Bumi Aksara.

Widia, Syahrir, & Sarnita, F. (2020). Berpikir Kreatif Merupakan Bagian Terpenting Dalam Meningkatkan Life Skills di Era Industri 4.0. Jurnal PIPA, 1(1), 1–6.

Wiyono, T. (2018). Pengahruh Motivasi Siswa dan Kreativitas Belajar terhadap Hasil Belajar PKn Siswa. Citizenship Jurnal Pancasila Dan Kewarganegaraan, 6(2), 90. https://doi.org/10.25273/citizenship.v6i2.3115

Yandi, A., Putri, A. N. K., & Putri, Y. S. K. (2023). Faktor-Faktor Yang Mempengarui Hasil Belajar Peserta Didik (Literature Review). Jurnal Pendidikan Siber Nusantara (JPSN), 1(1), 13–14.

Downloads

Published

2023-12-15

How to Cite

Malvigie, C., Novianto, V., & Marzuki, S. Z. S. (2023). Visual Auditory and Kinesthetic Learning Model to Improve Students’ Motivation, Creativity, and Learning Outcomes. Research and Innovation in Social Science Education Journal (RISSEJ), 1(2), 63–69. https://doi.org/10.30595/rissej.v1i2.128

Issue

Vol. 1 No. 2 (2023): December

Section

Articles

License

Copyright (c) 2023 Calvin Malvigie, Victor Novianto, Sharifah Zannierah Syed Marzuki

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors published in this journal agree to the following terms:

  • The copyright of each article is retained by the author (s) without restrictions
  • The journal allows the author(s) to retain publishing rights without restrictions
  • The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgment of authorship and the initial publication in this journal.
  • Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgment of their initial publication in this journal
  • Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work
  • Articles and all related material published are distributed under a Creative Commons Attribution-4.0 International Public License (CC - BY 4.0).

License

Research and Innovation in Social Science Education Journal (RISSEJ) is licensed under a Creative Commons Attribution- 4.0 International Public License (CC - BY 4.0).

You are free to :

Share — copy and redistribute the material in any medium or format

Adapt — remix, transform, and build upon the material for any purpose, even commercially