Analysis of Students Mathematical Understanding Viewed from Visual and Visual-Auditory Learning Styles

Mustika, Annisa and Hasanah, Aan and Herman, Tatang (2019) Analysis of Students Mathematical Understanding Viewed from Visual and Visual-Auditory Learning Styles. PROCEEDING 1st International Seminar STEMEIF (Science, Technology, Engineering and Mathematics Learning International Forum) “Strengtheing the STEM Education and Digital Skills”.

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Abstract

Student learning styles can determine the level of mathematical understanding. Skemp categorized two types of mathematical understanding based on student’s abilities, namely relational understanding and instrumental understanding. This research aimed to determine the student’s mathematical understanding of quadratic equation concept based on Skemp's mathematical understanding theory viewed from visual learning styles and auditory learning styles. The method used in this research was a qualitative approach and the subjects in this research is two senior high school students in grade 10 with visual and auditory learning style. The instruments used in this research were learning style tests, mathematical understanding concept tests and interviews. The results of the research showed that the level of conceptual understanding of student with visual learning styles was similar to student with visual-auditory learning styles which were on relational understanding. Student with visual learning styles wrote the answers briefly, this was because the student first imagined or provided illustration images before writing each step in solving the problem and able to explain the reason for each answer, while student with visual-auditory learning styles directly apply each formula that they remembered in solving questions with longer answers and preferred to explain each answer written instead of using words in solving problems. Therefore student with visual learning styles and student with visual-auditory learning style had good abilities in understanding mathematical concepts. They not only memorized formulas but also provided reasons for each formula used. This research is expected to provide additional information to the teacher about the student’s mathematical understanding viewed from the differences of learning style so that the teacher can adjust to the appropriate learning methods.

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