Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

Learning Motivation for Every Student Learning Styleon Multimodel Learning

Authors
Kasman Arifin
Corresponding Author
Kasman Arifin
Available Online September 2018.
DOI
https://doi.org/10.2991/ictte-18.2018.14How to use a DOI?
Keywords
multi-imodel learning; lesson Study; learning style; and motivation
Abstract

The low motivation of Junior High School(JHS) students in learning science is one of the major problems to overcome by the lesson study group ofScience Teacher Association(STA) in Kendari City. Meanwhile, the development of multi-model learning strategy is intended to accommodate the diversity of students’ learning styles to improve their learning motivation. This study aims at obtaining information about the different of learning motivations in science between males' learning styles and female's, and between groups taught with a multi-model learning (group treatment) compared to students taught by a mono-model (control group). The design of multi-model learning tools used is based on lesson study activities at JHS-STA and used after being validated by the expert and users (teacher and student). Determination of student learning style based on dePorter et al. (2010) at the beginning of the semester. The data on learning motivation was measured through questionnaires after learning process in one semester. The study was conducted in Grade VII of odd semester of academic year 2016/2017 at three JHSswith high, medium and low-quality student category, grouped based on Science Score of Elementary School Exam average score of VII graders in the last two years. The data analysis using two-way Anova indicates that in general there is a significant difference of learning motivation in science in every learning style between treatment group and control group. Further test results (Posthoc Test) shows that motivation on visual learning style, auditory and mixed (multimodality) was higher in treatment group compared to control group. There was no difference in learning motivation among male and female students between the treatment and the control group. However, there were variations in the motivation for learning of each type of learning style in the group of male students as well as the female students.

Copyright
© 2018, 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/).

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Volume Title
Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
September 2018
ISBN
978-94-6252-598-6
ISSN
2352-5398
DOI
https://doi.org/10.2991/ictte-18.2018.14How to use a DOI?
Copyright
© 2018, 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  - Kasman Arifin
PY  - 2018/09
DA  - 2018/09
TI  - Learning Motivation for Every Student Learning Styleon Multimodel Learning
BT  - Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)
PB  - Atlantis Press
SP  - 85
EP  - 89
SN  - 2352-5398
UR  - https://doi.org/10.2991/ictte-18.2018.14
DO  - https://doi.org/10.2991/ictte-18.2018.14
ID  - Arifin2018/09
ER  -