Faktor-Faktor Yang Mempengaruhi Gaya Pembelajaran Dan Kesannya Terhadap Pencapaian Akademik

Abstract

Attempts to broaden the conception of learning styles to represent more adequately individual differences in cognition are limited by a scarcity of relevant theories. This document reports on a study to determine if there is a pattern between specific learning styles and academic achievement. The learning styles inventory used for the study is based on “Grasha-Reichmann Student Learning Styles” indicator preferences, i.e. independent, dependent, avoidance, collaborative, competitive and participant, each of which has distinctive and characteristics that can be translated into behavior and perceptual preferences. Although six instructional preferences were assessed, findings were statistically significant for only one. Learning style preferences were significantly influence by ethnicity. The finding also suggests that gender and age were negatively and significantly related to the learning styles. It was found that there was no significant relationship between learning styles and student’s home background. Student learning styles also had no apparent influence on academic achievement, indicating a need for closer scrutiny beyond the scope of this study.