Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information

Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

  • Nurulhuda Md Hassan
  • Mohd Razimi Husin
  • Hishamuddin Ahmad
  • Faridah Hanim Yahya
DOI: https://doi.org/10.36079/lamintang.jhass-0303.291
Keywords: Elemen Fisiologi, Elemen Persekitaran, Gaya Pembelajaran

Abstract

Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid.


Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information

Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students.

Keywords: Environmental Elements, Learning Styles, Physiological Elements.

Downloads

Download data is not yet available.

Author Biographies

Nurulhuda Md Hassan

Department of Educational Studies, Faculty of Human Development. Universiti Pendidikan Sultan Idris. Tanjong Malim, Malaysia.

Mohd Razimi Husin

Department of Educational Studies, Faculty of Human Development. Universiti Pendidikan Sultan Idris. Tanjong Malim, Malaysia.

Hishamuddin Ahmad

Department of Educational Studies, Faculty of Human Development. Universiti Pendidikan Sultan Idris. Tanjong Malim, Malaysia.

Faridah Hanim Yahya

Department of Educational Studies, Faculty of Human Development. Universiti Pendidikan Sultan Idris. Tanjong Malim, Malaysia.

This is an open access article, licensed under CC-BY-SA

Creative Commons License
Published
        Views : 2501
2021-12-21
    Downloads : 1673
How to Cite
[1]
N. Md Hassan, M. R. Husin, H. Ahmad, and F. H. Yahya, “Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information”, Journal of Humanities and Social Sciences, vol. 3, no. 3, pp. 119-127, Dec. 2021.
Issue
Vol 3 No 3: December 2021
Section
Articles

References

[1] M. W. Ngware, M. Oketch, and M. Mutisya, “Does teaching style explain differences in learner achievement in low and high performing schools in Kenya?,” International Journal of Educational Development, vol. 36, no. 1, pp. 3–12, 2014.
[2] M. R. Husin, N. M. Hassan, V. Y. Z. Sheng, A. S. M. Tormizi, N. S. A. Zulkapli, M. George, R. Rosli, N. I. R. A. M. Hishamuddin, N. S. Shaharudin, C. S. Adampai, “Perspektif Guru Terhadap Pembelajaran Pelajar Remaja”, Journal of Humanities and Social Sciences, vol. 3, no. 1, pp. 40-49, Apr. 2021.
[3] J. M. Asio, “Sources of Information, Training Needs, Preparation and Response to Disaster of Selected Communities in Central Luzon, Philippines”, International Journal of Humanities, Management and Social Science, vol. 4, no. 1, pp. 30-38, Jun. 2021.
[4] N. F. Mat Daud, N. A. S. Mat Yusoff, N. H. Mohd Azmi, S. Z. K. Mohd Asri, N. Z. Manisha Zaidi, and M. R. Husin, “Kerja Sambilan Mempengaruhi Ketidakhadiran Pelajar Tingkatan 3”, Journal of Humanities and Social Sciences, vol. 3, no. 2, pp. 67-79, Aug.
[5] J. M. R. Asio, “The Relationship between Academic Procrastination and Academic Performance of Freshmen Students from a Teacher Education Institution”, Journal of Humanities and Social Sciences, vol. 2, no. 3, pp. 105-115, Dec. 2020.
[6] M. Farhan, S. M. Hamil, N. N. Azmi, N. U. J. Roslid, N. N. Zainal, N. B. Kamaruddin, N. I. Hamizi, N. Z. Ismawi, M. R. Husin, “Masalah Pembelajaran untuk Pelajar Pendidikan Khas: Dana dan Prasarana”, International Journal of Humanities, Management and Social Science, vol. 3, no. 1, pp. 1-10, Jun. 2020.
[7] S. N. Mail and L. F. Md Ibharim, “Pengaruh Sikap Terhadap Pelajar di UPSI Apabila Menggunakan Aplikasi Permainan Atas Talian”, Journal of Humanities and Social Sciences, vol. 2, no. 3, pp. 82-87, Dec. 2020.
[8] Z. Mohd Adnan and J. Hamid, “Kesan Model Polya Dalam Pembelajaran Algoritma Dalam Kalangan Pelajar: Satu Kajian Kes”, Journal of Humanities and Social Sciences, vol. 2, no. 3, pp. 88-92, Dec. 2020.
[9] N. Laili, S. E. Purwanto, and F. Alyani, “Pengaruh Model Penemuan Terbimbing Berbantu LKPD terhadap Kemampuan Pemahaman Konsep Matematis Siswa SMPN 6 Depok”, International Journal of Humanities, Management and Social Science, vol. 2, no. 1, pp. 14 - 37, Jun. 2019.
[10] N. M. Hassan, N. A. N. F. M. Noor, Y. Thasarathan, Q. N. Zainudin, N. S. A. Zainur, Nurul R. N. M. Rizuaden, N. A. M. Fauzi, N. Tumin, N. A. S. M. Jefri, “Perspektif Guru Terhadap Kemahiran Berfikir Aras Tinggi dalam Kalangan Pelajar”, Journal of Humanities and Social Sciences, vol. 3, no. 2, pp. 50-56, Aug. 2021.
[11] A. Ismail, N. Z. Mohamed Zain, and H. Mat Zin, “A Simple Survey on Attitude of Computer Science Diploma Students towards STEM”, International Journal of Humanities, Management and Social Science, vol. 2, no. 2, pp. 76 - 88, Dec. 2019.
[12] N. Abdul Rahim, N. A. Meor Fadzir, N. A. H. Zaimal, F. F. Arias Yahaya, Z. I. Zainol, and M. R. Husin, “Implikasi Gaya Pembelajaran Koperatif Subjek Sains Bagi Murid Tahap Dua di Sekolah Kebangsaan Bandar Baru Rawang”, Journal of Humanities and Social Sciences, vol. 3, no. 2, pp. 57-66, Aug. 2021.
[13] L. Hernandez, “Strengths and Challenges of Distance Learning Modalities in the New Normal: Basis for Intervention Program”, Journal of Humanities and Social Sciences, vol. 3, no. 2, pp. 80-87, Aug. 2021.
[14] M. Z. Mohd Nawi and M. A. Mohamed Noor, “Meningkatkan Kemahiran Mengingat Lima Hukum Asas Tajwid Dalam Tilawah Al-Quran”, Journal of Humanities and Social Sciences, vol. 3, no. 1, pp. 23-32, Apr. 2021.
[15] N. Laili, “Hubungan Adversity Quotient dan Hasil Belajar Matematika Peserta Didik dalam Pembelajaran Jarak Jauh di SMP”, Journal of Humanities and Social Sciences, vol. 3, no. 1, pp. 33-39, Apr. 2021.
[16] Nur Syazlina Hanim, Jasmine Anak Jang, Nur Hana Afifa Jamal, Florance Duya Low, Salina Rentap, Nicorsons Anak Fabian, Gilbert Anak Gordion, Mohd Razimi Husin, “Pelajar Berkecerdasan Tinggi dalam Kalangan Pelajar Kelas Rancangan Khas”, International Journal of Humanities, Management and Social Science, vol. 2, no. 1, pp. 1 - 13, Jun. 2019.
[17] C. Ifeakor, and A. I. Odo, “Analysis of the Marxist Theory on the Abolition of State: Its Implication to Nigeria Educational System”, Journal of Humanities and Social Sciences, vol. 2, no. 2, pp. 62-68, Aug. 2020.
[18] N. M. Shahril Khuzairi, M. S. Sidhu, and Z. Che Cob, “Learning Analytics and Teaching Analytics: The Similarities and Differences”, International Journal of Humanities, Management and Social Science, vol. 3, no. 2, pp. 52-58, Dec. 2020.
[19] T. Tripura, “Issues and Challenges Faced by the Indigenous Students of Tripura in Primary-level to Higher Education: An overview”, International Journal of Humanities, Management and Social Science, vol. 3, no. 2, pp. 59-67, Dec. 2020.
[20] R. Hashim and M. H. Mohamad Yatim, “Hubungan Antara Motivasi dan Penerimaan Dengan Pencapaian Akademik Pelajar Dalam Pembelajaran Menggunakan M-Pembelajaran di Kolej Vokasional”, International Journal of Humanities, Management and Social Science, vol. 2, no. 2, pp. 89 - 94, Dec. 2019.
[21] M. Mansor, W. A. Wan Adnan, and N. Abdullah, “A Step-by Step Process in Designing Personalized Reading Content for Slow Learner Children”, International Journal of Humanities, Management and Social Science, vol. 2, no. 2, pp. 95 - 102, Dec. 2019.
[22] A. D. Pyle, ADHD Focused Homework Intervention. San Francisco: University of the Pacific, 2009.
[23] D. A. Fine, Comparisons between the Learning Styles of Special and Regular-Education High-School Students and the Effects of Responssive Teaching on The Short- and Long-Term Achievement, Attitudes, and Behaviors of a Sub-Set of Special-Education Adolescents. New York: St. John's University, 2002.
[24] G. Hwang, H. Y. Sung, C. M. Hung, and I. Huang, “A Learning Style Perspective to Investigate the Necessity of Developing Adaptive Learning Systems,” Educational Technology and Society, vol. 16, no. 2, pp. 188-197, 2013.
[25] S. M. Jais, A. R. Daud, M. A. S. M. Arip, and S. S. S. Salim, “Peranan kaunselor dalam pembentukan persekitaran dan pengalaman sekolah yang positif dalam kalangan murid berkeperluan khas,” in Prosiding Persidangan Antarabangsa Pendidikan Khas 2012. Melaka: Hotel Mahkota, 2012.
[26] R. M. Gagne, L. J. Briggs and W. W. Wagner, Principles of Instructional Design (4th. Ed.). New York: Harcourt Brace Jovanovich College Publisher, 1992.
[27] K. P. Malaysia. Pekeliling Norma Baharu Guru Pendidikan Islam: Februari 2015. Kuala Lumpur: KPM, 2015.
[28] E. Howard, Handbook for Conducting School Improvement Project. India: Phi Delta Kappan, 1987.
[29] S. Sze, “Learning Style and the Special Needs Child,” Journal of Instructional Psychology, vol. 36, no. 4, pp. 360-362, 2009.
[30] British Ministry of Education, Teaching Students with Autism: A resource Guide for Schools. Victoria: British Columbia, 2000.
[31] S. Cassidy, “Learning Styles: An Overview of Theories, Models, and Measures,” Journal of Educational Psychology, vol. 24, no. 4, pp. 419-444, 2004.
[32] R. Dunn and S. A. Griggs, Multiculturalism and learning Style: Teaching and Counselling Adolescent. Westport, CT: Praeger, 1995.
[33] B. Mohamad and I. Hasyim. Gaya Pengajaran dan Pembelajaran. Kuala Lumpur: PTS Professional, 2010.
[34] R. Dunn and K. Dunn, Teaching Unsurtary Students through Their Individual Learning Styles: Practical Approaches For Grades 3-6.United States of America: Allyn and Bacon, 1992.
[35] G. Hardaker and A. A. Sabki, “An insight Into Islamic Pedagogy at the University of Al-Qarawiyyin,” Multicultural Education and Technology Journal, vol. 6, no. 2, pp. 106-110, 2012.
[36] L. Lopa and J. M., “The Difference Between Bigfoot and Learning Styles: There May Be Better Evidence to Support the Existence of Bigfoot,” Journal of Culinary Science & Technology, vol. 11, no. 4, pp. 356-376, 2013.