Analysis of Mathematical Difficulties Based on Learning Styles Using Newman's Prompts Theory
DOI:
https://doi.org/10.53797/ujssh.v2i2.10.2023Keywords:
Learning styles, mathematical difficulties, Newman's prompts, open-ended problemsAbstract
This study aimed to describe the mathematical difficulties of 6th-grade students in solving open-ended problems in fractional material based on learning styles using Newman's Prompts theory. This study used a qualitative research method with a content analysis design and type of case study. The subjects in this study were conducted with 6 students in 6th grade at Bogem Elementary School, including 1 male student and 1 female student with a visual learning style, 2 female students with an auditory learning style, and 2 male students with a kinesthetic learning style. The research subject selection technique used in this study was purposive sampling. Data collection techniques used questionnaires, tests, interviews, and observation. Data analysis was done through data reduction, presentation, and conclusion. The validity of the data used triangulation techniques. The results of this study indicated that: 1) Students with visual and auditory learning styles were able to solve problems at the reading and understanding stage of the problem and experienced difficulties at the transformation stage, processing skills, and writing the final answer, 2) Students with kinesthetic learning styles experience difficulties at all stages, namely reading problems, understanding problems, transforming, process skills and writing final answers.
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