The Influence of Students' Learning Styles on Independent Character in Grade II of Elementary School
DOI:
https://doi.org/10.56480/hay9yc79Keywords:
Learning Style, Character education, IndependenceAbstract
This study aims to empirically examine the influence of learning styles (visual, auditory, and kinesthetic) on the formation of independent character of grade II elementary school students. This study uses a quantitative approach with the explanatory survey method. The research population was all 62 grade II students at SD Muhammadiyah 1 Bangkalan, which were taken as a saturated sample (total sampling). Data were collected using two types of questionnaires. The learning style questionnaire (15 items) measures visual, auditory, and kinesthetic preferences, while the independent character questionnaire (10 items) measures aspects of initiative, discipline, responsibility, confidence, and ability to overcome difficulties. The data was analyzed with descriptive and inferential statistics. Prerequisite tests include the Kolmogorov-Smirnov normality test and the Lack of Fit linearity test. Hypotheses were tested using simple linear regression analysis for each learning style. The results of the study showed that the three learning styles had a significant effect on independent character. Kinesthetic learning style had the most dominant influence with a contribution of 47.2%, followed by auditory (26.8%) and visual (13.8%). These findings confirm the theory that active learning that fits into students' learning modalities, particularly kinesthetics, creates a sense of competence and autonomy that promotes independence. Learning style significantly affects the formation of independent character of grade II elementary school students, with kinesthetic learning style as the strongest predictor. The implications of the study emphasize the importance of implementing differentiated learning that accommodates a diversity of learning styles, especially kinesthetic approaches, to optimize the formation of independent character from an early age.
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