eprintid: 78238
rev_number: 10
eprint_status: archive
userid: 12460
dir: disk0/00/07/82/38
datestamp: 2026-10-20 02:24:21
lastmod: 2026-10-20 02:24:21
status_changed: 2026-10-20 02:24:21
type: thesis
metadata_visibility: show
contact_email: muh.khabib@uin-suka.ac.id
creators_name: Ahmad Nabil Diffa, NIM.: 19104070042
title: EVALUASI EMPIRIS GAYA BELAJAR VARK DALAM PEMBELAJARAN BERDIFERENSIASI: ANALISIS PERSEPSI GURU DAN UJI HUBUNGAN TERHADAP PENGETAHUAN AWAL SISWA KELAS X PADA MATERI EKOSISTEM DI SMA N 5 YOGYAKARTA
ispublished: pub
subjects: 371.36
divisions: pr_pendidikan_biologi_s1
full_text_status: restricted
keywords: Gaya Belajar VARK, Pembelajaran Berdiferensiasi, Pengetahuan Awal, Ekosistem, Mixed Method
note: nnisa Firanti, S.Pd.Si., M.Pd.
abstract: The study motivated by the widespread use of VARK learning styles in learning practices, despite ongoing debate regarding the empirical support for its effectiveness and validity. Furthermore, research that combines teachers' perceptions of VARK learning style with the examination of relationshipness between learning styles and students' prior knowledge remains limited. This study aims to empirically evaluate VARK learning styles in context with differentiated instruction through an analysis of teachers' perceptions and a test of the relationship between learning styles and students' prior knowledge on ecosystem subject. The study employed a mixed methods approach with convergent design. Quantitative data were obtained through a VARK questionnaire and a prior knowledge test administered to 98 tenth-grade students at SMA N 5 Yogyakarta, while qualitative data were obtained through semi-structured interviews with three Biology teachers at the same school. Quantitative data were analyzed using descriptive statistics and correlation tests, while qualitative data were analyzed thematically. Integration of two data types was carried out through joint display and meta-inference. The resulting study showed that only the Read/Write (r = 0.423) and Kinesthetic (r = 0.417) modalities were significantly correlated with students' prior knowledge on ecosystem material, with moderate strength of association, whereas Visual (r = 0.036) and Auditory (r = 0.134) showed no significant relationship. Nevertheless, Visual was the modality with the highest frequency (41.8%). Interview results indicated that teachers regarded learning styles as a supporting factor rather than the primary factor in differentiated instruction, and had not conducted formal learning style assessments. Data integration produced a meta-inference that VARK does not function as a universal predictor of students' prior knowledge, but rather serves as a contextual pedagogical consideration. Therefore, differentiated instruction is more appropriately directed toward providing varied learning experiences for all students rather than matching instruction to a single dominant modality.
date: 2026-07-29
date_type: published
pages: 169
institution: UIN SUNAN KALIJAGA YOGYAKARTA
department: FAKULTAS ILMU TARBIYAH DAN KEGURUAN
thesis_type: skripsi
thesis_name: other
citation:   Ahmad Nabil Diffa, NIM.: 19104070042  (2026) EVALUASI EMPIRIS GAYA BELAJAR VARK DALAM PEMBELAJARAN BERDIFERENSIASI: ANALISIS PERSEPSI GURU DAN UJI HUBUNGAN TERHADAP PENGETAHUAN AWAL SISWA KELAS X PADA MATERI EKOSISTEM DI SMA N 5 YOGYAKARTA.  Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.   
document_url: https://digilib.uin-suka.ac.id/id/eprint/78238/1/19104070042_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/78238/2/19104070042_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf