RELATIONSHIP BETWEEN LEARNING STYLE AND COMPLETENESS IN LEARNING MATHEMATICS IN JUNIOR HIGH SCHOOL Hubungan Gaya Belajar Siswa Dengan Ketuntasan Belajar Matematika SMP.

1 RELATIONSHIP BETWEEN LEARNING STYLE AND COMPLETENESS IN

LEARNING MATHEMATICS IN JUNIOR HIGH SCHOOL

PUBLICATION

To Fulfill the Requirements

To Achieve the Degree of Bachelor of S-1

Mathematics Education Program

ROHANA TRI ASTUTI

A410090118

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

3 RELATIONSHIP BETWEEN LEARNING STYLE WITH COMPLETENESS IN LEARNING

MATHEMATICS IN JUNIOR HIGH SCHOOL By

Rohana Tri Astuti1 and Idris Harta2 1_{Student’s of Muhammadiyah}

University of Surakarta, rohana.triastuti@yahoo.com 2

Teaching staff of Muhammadiyah University of Surakarta, idrisharta@gmail.com ABSTRACT

The purpose of this study was to investigate the relationship between learning style with mastery learning mathematics in SMP N 1 Cawas . This research is correlational research with

quantitative approach . Population of this study is the students of class VII SMP N 1 Cawas . The sampling technique was used simple random sampling and obtained a sample of 44 students . Data collection techniques were used questionnaires and documentation . Questionnaire to obtain data on learning styles , while the documentation to obtain data KKM mathematics achievement . Hypotheses were tested using the chi square test . The data used to test the hypothesis is learning style data and mathematics achievement data KKM . The results showed : (1 ) Students of class VII in SMP N 1 Cawas have a kinesthetic learning style of 38.6 % , an auditory learning style at 31.8 % and the visual learning style for 29.5 % from the 44 students , (2 ) Students of class VII in SMP N 1 Cawas thoroughly studied as much as 87.8 % in the subjects of Mathematics while the remaining 12.2 % did not pass the study , (3 ) there is no relationship between the learning styles of students with mastery learning mathematics in SMP N 1 Cawas . It can be seen from the chi squared coefficient of 3.1 is smaller than the chi squared table that is equal to 5,991 , (4 ) the dominant learning style to achieve mastery learning mathematics in SMP N 1 Cawas is a visual learning style , which is an average of 82.3 with a range grades 62 through 94 , (5 ) teaching style of teachers in SMP N 1 Cawas tend to suit the learning styles of visual learning styles , (6 ) teacher’s learning methods are not varied so that the value of mastery learning mathematics in auditory and kinesthetic learning styles less than the maximum .

Keywords : learning styles , and mastery learning mathematics . INTRODUCTION

Learning is action and complex behavior of learners, so that experience and determine the process that happens is the students themselves. If learners in this study had forced it

happens, learning becomes fun. Therefore, there needs to be a way out so that learning becomes fun, easy and effective. This led the experts in the field of education seeks to develop theories about learning styles (Susilo, 2006:22).

4 (DePorter, 2011:110) argues, learning style is the key to developing a performance in work, in school and in interpersonal situations, and facilitate learning and communication with our own style.

According to (Tanta, 2010:21), the conclusion stated, learning styles significantly affect student learning outcomes Biology Education Studies Program at the General Biology course. Seventy-three percent of the student learning outcomes are determined by the student's learning style. Appropriate learning style will provide effective learning outcomes. In fact, according to (Susilo, 2006:86-87) is one of many learners in carrying out their learning style. Sometimes learners with irregular or continuous because tomorrow will be the test.

Based on the above explanation, we can conclude that it is very important to recognize our own learning style, because it can be useful in the learning process and determine the results of our study. Situation, condition, equipment or means of learning that suits our style of learning makes learning a fun activity but also efficient to obtain maximum results.

According to (DePorter, 2011:110), the style is individual to each person and to

distinguish one person with another person. Thus, it is generally assumed to refer to the learning style of the personalities, beliefs, choices, and behaviors that are used by individuals to assist in their learning in a situation that has been conditioned. This means that each individual has its own characteristics. Thus, although two individuals grow in the conditions, the environment, and the same treatment do not necessarily have the same thinking and understanding of everything that is around. Each has its own perspective on the events that had seen and experienced.

To achieve completeness in learning is not easy, the role of the teacher is also very necessary. Moreover, the results of Trends in Mathematics and Science Study (TIMSS) in 2011 to the field of mathematics, Indonesia ranks 38th with a score of 386 from 42 countries. This score dropped 11 points from the assessment year 2007 (Reuters, 2012). It is claimed that, learning achievement of students in Indonesia, including the low level in the world. Therefore, we need innovation in teaching method.

5 style of learning. It was used by teacher as a parameter in determining the measures of effective teaching. Though not all students have the same learning styles with the teacher. As a result of learning to be less effective.

(Supriyadi, 2006) argues that the factors that affect the process and the learning outcomes of students were divided into two physiological factors and psychological factors. Physiological factors include the material factors, environmental factors, factors instrument learners. While the psychological factor is individual behavior, including behavior study (study believe). Such behavior is the totality of appreciation and activities that were born as a result of the end of the interplay between the various symptoms, such as attention, memory, thoughts and motives.

In this study, researchers used sensory learning styles based on preferences. This is election researchers take in consideration, this approach has been widely known in Indonesia, researchers have a complete and accurate reference on this approach. Another reason that researchers is quite mastered this approach, making it easier to explain.

As we all know, mathematics is a subject that requires concentration, a high level of understanding and practice enough to succeed or thoroughly studied. Of course this would be contrary to any of the characters learners' learning patterns. To the teacher's role here should be able to understand the learning styles of learners and their individual learning styles and then customize it by learning methods so that learners can easily reach the KKM.

6 METHODS

Time and Place

The research was conducted in May-June 2013 held at SMP N 1 Cawas. Population and Sample

Population

The study population was all students of class VII SMP N 1 Cawas second semester. Samples

Sample size were 44 students were chosen randomly. Research Variables

The research variables are independent variables (Independent) is a way of learning and the dependent variable (dependent) that is the achievement of mastery learning (KKM) math class VII students in the second semester of SMP N 1 Cawas academic year 2012/2013.

Data Collection Techniques

Questionnaire: the questionnaire method researchers take to get the data the way students learn by using the questionnaire.

Documentation: documentation methods researchers take to get the score report completeness mathematics achievement of students in the second semester of classes VII SMP N 1 Cawas academic year 2012/2013.

Data Analysis Techniques

The research data were analyzed using Chi square formula with SPSS. RESULTS AND DISCUSSION

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7 Based on research in SMP N 1Cawas, state data on the independent variables and the dependent variable obtained from the sample is as follows.

Table 4.2

Learning

Style

N ̅ PROSENTAS

E

Max

Score

Min

Score

Visual 13 82.3 29.6% 94 62

Auditori 14 69.6 31.8% 93 53

Kinestetik 17 71.2 38.6% 91 46

TOTAL 44

Based on the data in the table above, the dominant style of learning obtained in SMP N 1 Cawas are kinesthetic learners as many as 17 followed by 14 auditory learning styles of learners and the latter is a type of visual learning style as much as 13 learners. Average math scores from high to low in a row is 82.3 visual, kinesthetic and auditory 71.2 69.6. Range of lowest to highest math grades 62 through 94 are visual, auditory 53 to 93 and the last 46 to 91 is kinesthetic. Dependent Variable (Value Achievement KKM)

Table 4.3

Interval Frequency Completeness

Absolute Relative %

X< 70 24 12.2% Not complete

70 X 172 87.8% complete

Total 196 100%

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8 than 70 or completed in the subjects of Mathematics. So we can conclude the majority of

students SMP N 1 Cawas math class VII has a value over its KKM is 70. DISCCUSION

Dominant learning style in SMP N 1 Cawas is kinesthetic learning styles. The average value of the achievement of mastery learning mathematics is the highest average scores on the visual learning style that is the lowest value of 82.3 with a range of 62 and 94 the highest.

Computational results of chi squared 3.111 <r table = 5991 result failed H0 is rejected, so that there is no relationship between learning styles with mastery learning math. The results of this study contradict the results of research conducted by Tanta that concluded 73% of student learning outcomes are influenced by the student's learning style.

Differences in these results occurred because the learning method tends to force teachers to teach to the visual preferences of learners are required to actively seek a solution before the teacher explained. Based on the research results of 11 samples of students who score less than 70 or not completed, 1 has a visual learning style, 5 have auditory learning styles and 5 have a kinesthetic learning style. This happens because in school mathematics teacher learning style is visual learning style that suits the style of teaching adi the opinion of a teacher will follow the style of learning. Easy style that will be used by teachers as a parameter in determining the measures of effective teaching. Though not all students have the same learning styles with the teacher. As a result of learning to be less effective.

Learners with visual learning styles became very prominent thoroughness value

9 CONCLUSIONS

Based on the results of this study concluded that:

1. Learners class VII in SMP N 1 Cawas have kinesthetic learning styles of 38.6%, an

auditory learning style by 31.8% and the visual learning style for 29.5% of the 44 learners. 2. Learners class VII in SMP N 1 Cawas thoroughly studied as much as 87.8% in the subjects

of Mathematics while the remaining 12.2% did not thoroughly studied.

3. There is no relationship between students' learning styles with mastery learning

mathematics in SMP N 1 Cawas. It can be seen from the chi squared coefficient of 3.111 is smaller than the chi squared table that is equal to 5,991.

4. The dominant learning style to achieve mastery learning mathematics in SMP N 1 Cawas is a visual learning style, which is an average of 82.3 with a range of grades 62 through 94. 5. Teaching style of the teacher in SMP N 1 Cawas likely to suit their learning style is visual

learning style.

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