The Effect of Student Learning Style Training on Teacher Learning Methods

Abstract

Abstract: The Effect of Student Learning Style Training on Teacher Learning Methods. Objectives: This study aims to improve teachers' comprehension of students' learning style differences. Methods: This study was conducted in the form of training that used the principles of experiential learning. Sixteen participants participated in the "Get to Know Student's Learning Styles." Three levels of evaluation were used to measure the result: reaction evaluation, learning evaluation, and behavior evaluation. Findings: The results of this study show a positive reaction from the participants, a significant increase in knowledge after the training, and improvement in the direct implementation of various learning methods to accommodate all of the students' learning styles. Conclusion: Increasing teachers' comprehension in understanding students' learning style differences has occurred.

Keywords: individual differences, learning methods, learning style training.

Abstrak: Pengaruh Pelatihan Gaya Belajar Siswa terhadap Metode Pembelajaran Guru. Tujuan: Penelitian ini bertujuan untuk meningkatkan pemahaman guru di Sekolah X dalam memahami perbedaan individu pada siswa, khususnya perbedaan gaya belajar. Metode: Penelitian ini berbentuk pelatihan yang menggunakan prinsip dari experiential learning. Terdapat 16 partisipan yang mengikuti pelatihan “Kenali Gaya Belajar Siswa”. Penelitian ini diukur melalui tiga level evaluasi, yaitu evaluasi reaksi, evaluasi belajar, dan evaluasi perilaku. Temuan: Hasil dari ketiga level evaluasi menunjukkan adanya reaksi positif dari peserta, peningkatan pengetahuan yang signifikan antara sebelum dan setelah pelatihan, serta peningkatan dalam penerapan metode belajar yang variatif guna mewadahi berbagai gaya belajar siswa. Kesimpulan: Terdapat peningkatan pemahaman guru mengenai gaya belajar siswa dan metode pembelajaran.

Kata kunci: perbedaan individu, metode pembelajaran, pelatihan gaya belajar.



DOI: http://dx.doi.org/10.23960/jpp.v13.i3.202326