Mapping Students' Learning Styles as the Basis For Designing Differentiated Learning in High Schools

Dewi Rulia Sitepu; Khairina Afni

doi:10.59890/ijir.v4i7.210

Authors

Dewi Rulia Sitepu STKIP Budidaya
Khairina Afni STKIP Budidaya

DOI:

https://doi.org/10.59890/ijir.v4i7.210

Keywords:

Learning Style Mapping, Instructional Design, Differentiated Instruction

Abstract

The purpose of this study is to adapt the teaching and learning process according to the characteristics of each student, including their learning styles. This study is a descriptive quantitative study. The sample in this study consisted of 24 tenth-grade students at Senior High School. The research instruments used included a learning style questionnaire based on the VARK (Visual, Auditory, Kinesthetic) model to identify students' learning style preferences. The results showed that visual (58.33%) and auditory (41.67%) learning styles dominated, while kinesthetic learning styles were not detected. These findings provide important insights for designing process-based differentiated learning strategies according to students' needs or learning styles, thereby increasing student engagement and learning potential. By understanding students' learning preferences, teachers can design more appropriate strategies, materials, and learning environments, thereby optimally increasing student engagement, understanding, and learning outcomes

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