The Relationship Between Students' Learning Styles and Science Learning Outcomes of Grade IV Sdn 33 Sawahan in the Independent Learning Curriculum.

Abstrak

According to (Laksmi, 2024), science is essentially a product, process, and application. As a product, science is a collection of knowledge and a collection of concepts and concept charts. As a process, science is a process used to study objects of study, discover and develop scientific products. and as an application, science theories will produce technology that can make life easier. The essence of science as a product is a collection of research results that have been carried out by scientists and have formed concepts that have been studied as a result of empirical activities and analytical activities. The form of science as a product is facts, principles, laws, and science theories. Learning styles refer to an individual’s preference in how they receive and process information when learning. A learning style is a person’s unique method of absorbing, understanding, and processing information. Learning styles fall into three main categories: visual (through images or seeing), auditory (through hearing), and kinesthetic (through physical activity or hands-on practice). Visual learning styles rely on sight, making it easier for those who use this style to understand material through pictures, diagrams, graphs, or writing. Auditory learning styles focus on hearing, making it easier to understand material through verbal explanations, discussions, or listening to audio recordings. On the other hand, kinesthetic learning styles involve physical activity, such as movement, touching, or hands-on practice, making it easier for learners to understand material. The subjects in this study were students of class VA, VB, VC SDN 33 Sawahan Padang totaling 84 students. The results of the study can be seen in the correlation test which shows that the correlation coefficient of learning styles The results of the study can be seen in the correlation test of visual learning styles of 0.187 with sig 0.092> 0.21, and the correlation coefficient of auditory learning styles of 0.21 with sig, 0.852> 0.21. And the correlation coefficient of kinesthetic learning styles of 0.19 with sig 0.868> 0.21. This shows that the calculated r value> r table so that H1 and H2 are accepted and H0 is rejected. So it can be concluded that there is a relationship between learning styles and learning outcomes of Class IV students in science subjects at SDN 33 Sawahan. with the influence of the determination coefficient of the visual learning style variable (X1) of 18.7% and the auditory learning style variable (X2) of 2.1% and the kinesthetic learning style (X3) of 1.9% contributing to the learning outcomes (Y) of science learning in the Merdeka curriculum.