Learning Style Based Teaching to Enhance Student Metacognition Skills (Review of Neuroscience Learning Theory)
- https://doi.org/10.2991/acpch-18.2019.108How to use a DOI?
- learning style, metacognition, neuroscience learning
Optimal development in all aspects will determine the child's future success. Parenting and education patterns carried out by parents, teachers and the environment will affect the quality of children. Without neglecting other aspects, cognitive development becomes an important focus in addition to physical development in childhood. If in learning, learning styles and how the delivery of material by the teacher is adjusted to what is desired by the students it will have a good impact on student learning outcomes. When the teacher has adjusted to the learning styles of each student, learning will be more easily absorbed and learning outcomes will be maximized. The success of students in capturing information or knowledge delivered by the teacher is determined by the readiness of the brain to capture the information or knowledge, if the brain is not ready, the learning process will never occur. Learning that uses a neuroscience perspective involves the formation and strengthening of connections and neural networks, which strengthens the relationship between the characteristics of learning styles with the improvement of students' metacognition skills
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ari Firmanto AU - Imanuel Hitipeuw AU - Marthen Pali AU - Fattah Hanurawan PY - 2019/03 DA - 2019/03 TI - Learning Style Based Teaching to Enhance Student Metacognition Skills (Review of Neuroscience Learning Theory) BT - Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018) PB - Atlantis Press SP - 467 EP - 472 SN - 2352-5398 UR - https://doi.org/10.2991/acpch-18.2019.108 DO - https://doi.org/10.2991/acpch-18.2019.108 ID - Firmanto2019/03 ER -