Analysis of the Differences in VAK Learning Styles and Learning Motivation in Terms of Active and Inactive Organizational Membership

Sriana Septiawati; Julia Aridhona; Lisdiyani Lisdiyani; Widia Safitri

doi:10.59141/jiss.v7i3.2277

Authors

Sriana Septiawati Universitas Muhammadiyah Aceh
Julia Aridhona Universitas Muhammadiyah Aceh
Lisdiyani Lisdiyani Universitas Muhammadiyah Aceh
Widia Safitri Universitas Muhammadiyah Aceh

DOI:

https://doi.org/10.59141/jiss.v7i3.2277

Keywords:

Learning styles, BOX, Motivation, organization

Abstract

Adolescents often feel pressured to conform to their peers, particularly in terms of physical appearance, behavior, and social values. The current phenomenon of adolescent problems is diverse, encompassing psychological, social, and educational challenges. Education is an activity that is inseparable from the learning process, both inside and outside the classroom. The Student Council (OSIS) serves as a forum for student development aimed at developing students’ interests, talents, and potential holistically. Learning styles are preferred ways of thinking, processing, and understanding information. The root of the educational crisis is ineffective learning. Learning motivation is defined as a change in energy within an individual characterized by the emergence of affective feelings and reactions directed toward achieving goals. This study aims to analyze the differences in learning styles (VAK: visual, auditory, and kinesthetic) and learning motivation in terms of active and inactive organizational membership. The data collection method used was a questionnaire on learning styles (VAK) and learning motivation. Overall, the Spearman correlation coefficient (ρ = 0.284) indicates a weak positive relationship between learning styles and learning motivation. A p-value of 0.002 indicates that this relationship is statistically significant (p < 0.05). This means that, although the relationship is not strong, there is a tendency for certain learning styles, particularly kinesthetic learning, to be associated with higher levels of learning motivation. This finding underscores the importance of learning approaches that support active and enjoyable learning styles in maintaining or enhancing students’ learning motivation.

References

Anugraheni, A. R., Separina, C. A., Paramitasari, S. P., Vionita, V. K., & Husna, A. N. (2019). Learning motivation scale: Psychometric construction and analysis. In Proceedings of the University Research Colloquium (pp. 66–69).

Burgess, A., Yeomans, H., & Fenton, L. (2022). ‘More options… less time’ in the ‘hustle culture’ of ‘generation sensible’: Individualization and drinking decline among twenty‐first century young adults. The British Journal of Sociology, 73(4), 903–918.

Cahyono, W., Rahmawati, A. D., & Mashuri, A. (2023). Analysis of mathematical communication skills based on learning styles on number pattern material. Journal of Mathematical Engineering, 1(2), 57–62.

Fitriyani, R. (2019). The relationship between VAK learning style and learning motivation of state junior high school students in the city of Bandung. Journal of Educational Psychology, 10(1), 45–53.

Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin.

Handayani, R. (2020). Differences in learning motivation between male and female students in distance learning. Journal of Education, 28(2), 101–109.

Herlina, S., & Suryadi, T. (2020). Analysis of the level of learning motivation of high school students and factors influencing it. Journal of Character Education, 11(1), 43–52.

Kurniawan, A., & Rahayu, S. (2018). Differences in learning motivation based on gender in junior high school students. Journal of Educational Psychology and Counseling, 5(1), 45–53.

Latifah, N., & Mulyani, E. (2018). Factors affecting learning motivation in grade XI high school students in Semarang city. Journal of Educational Psychology and Counseling, 4(2), 88–97.

Manwell, L. A., Tadros, M., Ciccarelli, T. M., & Eikelboom, R. (2022). Digital dementia in the internet generation: Excessive screen time during brain development will increase the risk of Alzheimer’s disease and related dementias in adulthood. Journal of Integrative Neuroscience, 21(1), 28.

Mas'uda, N. A., Paryontri, R. A., & Fahmawati, Z. N. (2024). The relationship between organizational activity and student learning motivation with academic achievement in vocational high school. G-Couns: Journal of Guidance and Counseling, 9(1), 574–587.

Pew Research Center. (2020). The state of Gen Z: Trends in social media and technology. Pew Research Center.

Putra, M. I., & Fitria, T. N. (2021). The influence of organizational activity on social skills and learning motivation of high school students. Journal of Counseling Guidance, 10(1), 15–22.

Rahmat, A., Askolani, A., & Rahwana, K. A. (2023). The influence of organizational activeness and learning motivation on academic achievement. Center for Management Science Publications, 1(4), 137–150.

Rahmawati, L., & Subandi, M. (2020). Factors influencing learning motivation in junior high school students. Psychodimensional, 19(1), 34–41.

Sari, D. P., & Hidayat, T. (2021). Distribution of VAK learning style in SMA Negeri 2 Bandung students. Journal of Educational Research, 28(1), 55–63.

Sugianto, A. (2021). Student learning style questionnaire. Repo-Lecturers. Ulm.ac.id.

Susanti, N. (2022). The effect of organizational activeness on academic achievement and student learning motivation. Journal of Educational Management, 5(2), 88–97.

Twenge, J. M. (2017). iGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood. Atria Books.

Wilda, A. (2017). Teachers' efforts in overcoming differences in students' learning styles in fiqh subjects (Case study at MAN 2 Ponorogo) (Dissertation). IAIN Ponorogo.

Woolfolk, A., & Perry, N. E. (2024). Child and adolescent development. BoD–Books on Demand.

Yunita, L. (2019). High school students' learning style preferences and their implications for teaching strategies. Humanities Education, 11(2), 134–142.