Identification Of KOLB’S Learning Style In Seventh Grade Students and The Effect On Misconception In Science Learning

Abstract

800x600 Normal 0 false false false EN-ID X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ \n table.MsoNormalTable \n {mso-style-name: Table Normal ; \n mso-tstyle-rowband-size:0; \n mso-tstyle-colband-size:0; \n mso-style-noshow:yes; \n mso-style-priority:99; \n mso-style-parent: ; \n mso-padding-alt:0cm 5.4pt 0cm 5.4pt; \n mso-para-margin:0cm; \n mso-pagination:widow-orphan; \n font-size:10.0pt; \n font-family: Times New Roman ,serif;} \n The purpose of this study is to identify Kolb’s learning style of seventh-grade students. Learning style is a combination of the way how the student absorbs then processes the information. Kolb s learning style, developed by David Kolb, combines students learning tendency and produces four learning styles; they are diverger, assimilator, converger, and accommodator. Learning style is one of the factors can cause misconceptions. A misconception is a difference between a student s conceptions and the expert. Usually, the concepts are difficult to correct. This misconception will affect a student s achievement and disturb in understanding and developing a student s knowledge. The method applied in this study was a survey method with describtive qualitative technique. The data were collected using Kolb s Learning Style Inventory (KLSI) 3.1 version . The subjects were 78 students in three schools with high, medium, and low grades The results indicated that from 78 students, there were 40 divergers (51%), 12 assimilators (15%), ten convergers (13%), and 16 accommodators (21%). Each kind of learning style affects a student s misconception. This research benefits in identifying misconceptions probably faced by students in certain subjects of science learning.