Enhancing Learning Styles and Strengthening Verbal and Visual Representation Skills: Utilizing Worksheet through Pictorial Riddles, Crossword Puzzles, and Mind Maps
Keywords:
Pictorial riddle, Crossword puzzle, Learning styles, Verbal and Visual Representation Skills
Abstract
This study, conducted as classroom action research (PTK), aims to assess the effectiveness of using LKPD based on pictorial riddles and crossword puzzles in accommodating diverse learning styles and enhancing students' verbal and visual representation abilities. The research was carried out at SMPN 35 Bandung during the odd semester of 2023/2024, with a focus on students in class VII F, totaling 36 participants. Employing a descriptive qualitative approach, purposive sampling was utilized for subject selection. Findings indicate that crossword puzzle-based LKPD effectively enhances students' verbal-to-verbal representation abilities. Additionally, pictorial riddle-based LKPD proves successful in improving both visual-to-verbal and visual-to-visual representation abilities. This suggests that utilizing LKPD based on pictorial riddles and crossword puzzles can address deficiencies in representation abilities stemming from students' learning style preferences..
References
Adadan, E, Trundle, K.C, Irving, K.E.(2010). Exploring Grade 11 Student’s Conceptual Pathway of the Particulate Nature of Matter in the Context of Multirepresentational Instruction. Journal of Research in Science Teaching, 21(8).
Ainsworth, S. (1999). The Functions of Multiple Representations. Computer & Education. 33.
Ali, Candra Mufti dan Endryansyah. (2015). Penerapan Strategi Pembelajaran Crossword Puzzle untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Teknik Listrik Kelas X SMKN 1 Jetis Mojokerto. Jurnal Pendidikan Elektro, 4(2).
Amala, D. (2019). Pengaruh Mind Mapping Dan Gaya Belajar Terhadap Penguasaan Konsep Dan Keterampilan Representasi Peserta Didik Materi Sistem Pernapasan Kelas, 8.
Bergey, W., Cromley, G., & Newcombe, N. (2015). Teaching High School Biology Undergraduate Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill. International Journal of Science Education, 37(15).
Berthold. K, dan Renkl. A (2009) Instructional Aids to Support a Conceptual Understanding of Multiple Representations. Journal of Psychology Education, 101(1).
Davies, M. (2011). Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter?. Higher Education, 62.
Detik.com. (2023). Kapal Titan Meledak tapi Titanic Tetap Utuh di dasar Laut Begini Kata Pakar. Diakses pada 17 Oktober 2023, dari https://www.detik.com/jateng/berita/d-6794399.
Dinantika, H. K. (2021). Pengembangan E-LKPD Berbasis Proyek Terintegrasi Stem Untuk Mengakomodasi Gaya Belajar Serta Melatihkan Penalaran Ilmiah dan Performance Argumentasi (Doctoral dissertation, Universitas Lampung).
El Achkar, A. M. N., Leme, V. B. R., Soares, A. B., & Yunes, M. A. M. (2019). Life Satisfaction and Academic Performance of Elementary School Students. Psico-USF, 24(2).
Erlich. (2002). How Do We Know if We are Doing a Good Job in Physics Teaching?. American Journal of Physics, 70(1).
Fauzen, A., Roosyanti, A., & Desiningkrum, N. (2022). Jurnal Pengembangan Media Crossword Puzzle Materi Perubahan Zat Wujud Benda Kelas V SD Raden Patah Surabaya. Jurnal Inovasi Penelitian, 3(5).
Gabel, D. L. (1998). The Complexity of Chemistry and Implications for Teaching. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.
Gaikwad, N., & Tankhiwale, S. (2012). Crossword Puzzles: Self-Learning Tool in Pharmacology. Perspectives on Medical Education, 1.
Hatami, Sarvenaz. 2013. Learning Style. Jurnal Department of Educational Psychology at The University of Alberta, Canada. 67(4).
Iswara, H. S., Ahmadi, F., & Da Ary, D. (2022). Implementasi Etnomatematika pada Kurikulum Merdeka Melalui Hibriditas Budaya di Kota Semarang. In Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS) 5(1).
Kokotovich, V. (2008). Problem Analysis and Thinking Tools: an Empirical Study of Non-Hierarchical Mind Mapping. Design studies, 29(1).
Kozma, R., dan Russell, J. (1997). Multimedia and Understanding: Expert and Novice Responses to Different Representations of Chemical Phenomena. Journal of Research in Science Teaching, 34(9).
Kurniawati, I. (2019). Efektivitas Model Pembelajaran ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) dengan Metode Pictorial Riddle Berbantu Flash Card terhadap Miskonsepsi Peserta Didik pada Pembelajaran Fisika. (Doctoral Dissertation, UIN Raden Intan Lampung).
Martínez Serna, M. I., & Parra Azor, J. F. (2011). Active Learning: Creating Interactive Crossword Puzzles.
Mathewson, J. H. (1999). Visual-spatial Thinking: An Aspect of Science Overlooked by Educators. Science Education, 83.
Mathias, J R (1993) A Study of The Problem Solving Strategies Used by Expert and Novice Designers, PhD Thesis, University of Aston, Birmingham, UK.
Nurfitria, D., & Hertanti, E. (2020). The Effect Inquiry Learning Model with Pictorial Riddle Technique Digital Based on Students Creative Thingking Ability Towards Temperature and Heat Concept. EDUSAINS, 12(2).
Nurmalasari, R. (2016). Analisis Representasi Siswa SMP pada Tema Kalor dalam Perubahan Wujud Zat. Doctoral dissertation, Universitas Pendidikan Indonesia.
Orawiwatnakul, W. (2013). Crossword Puzzles as a Learning Tool for Vocabulary Development. Electronic Journal of Research in Education Psychology, 11(30).
Oxman, R (2004) Think-maps: Teaching Design Thinking in Design Education Design Studies, 25.
Prain, V and Waldrip, B. (2008). A Study of Teachers’ Perspectives About Using Multimodal Representations of Concepts To Enhance Science Learning. Canadian Journal of Science, Mathematics, and Technology Education, 8(1).
Restrepo, J and Christiaans, H (2003) Problem Structuring and Information Access in Design in N Cross and E Edmonds (eds) Expertise in Design Creativity and Cognition Press, University of Technology, Sydney, Australia.
Saregar. A. (2016). Pembelajaran Pengantar Fisika Kuantum Dengan Memanfaatkan Media Phet Simulation dan LKM Melalui Pendekatan Saintifik: Dampak Pada Minat dan Penguasaan Konsep Mahasiswa. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5 (1) 53-60.
Sari, L. P., Purwita, T. D., & Wilujeng, I. (2020). Application of TTW (Think-Talk-Write) Learning Model Using Pictorial Riddle Worksheet to Improve Students’s Conceptual Undertstanding Abilities. In Journal of Physics, 1440(1).
Sari, R. T. M., Mahardika, I. K., & Indrawati, I. (2019). Pengaruh Model Pembelajaran Guided Inquiry disertai Pictorial Riddle Terhadap Kemampuan Representasi Verbal Materi Gerak Lurus Siswa di SMA. Jurnal Pembelajaran Fisika, 8(1).
Solso, R.L. (2007). Psikologi Kognitif. Jakarta: Erlangga.
Solso, R.L., Maclin, O.H., & Maclin, M.K. (2008). Psikologi Kognitif (dialih bahasakan oleh Mikael Rahardanto & Kristianto Batuadji). Jakarta: Erlangga.
Susanti, P. A., & Kusmariyani, N. N. (2017). Penerapan Model Picture And Picture Berbasis Pendekatan Saintifik untuk Meningkatkan Hasil Pengetahuan IPA. Jurnal Ilmiah Sekolah Dasar, 1(2).
Trianto. (2014). Model Pembelajaran Terpadu. Jakarta Bumi Aksara.
Turner, S. E., & Ambrico, J. M. (2013). Underwater Implosion of Cylindrical Metal Tubes. Journal of Applied Mechanics, 80(1).
Wijayanti, W. F., Nizaruddin, N., & Kartinah, K. (2016). Efektivitas Pembelajaran Multi Representasi Berbantuan Metode Mind Mapping terhadap Kemampuan Pemecahan Masalah. In Senatik.
Yunianti, N. D. (2020). Pengaruh Model Pembelajaran Brain Based Learning Berbantuan Mind Mapping terhadap Kemampuan Representasi Matematis Siswa di Kelas VIII SMP Negeri 2 Jakarta.
Ainsworth, S. (1999). The Functions of Multiple Representations. Computer & Education. 33.
Ali, Candra Mufti dan Endryansyah. (2015). Penerapan Strategi Pembelajaran Crossword Puzzle untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Teknik Listrik Kelas X SMKN 1 Jetis Mojokerto. Jurnal Pendidikan Elektro, 4(2).
Amala, D. (2019). Pengaruh Mind Mapping Dan Gaya Belajar Terhadap Penguasaan Konsep Dan Keterampilan Representasi Peserta Didik Materi Sistem Pernapasan Kelas, 8.
Bergey, W., Cromley, G., & Newcombe, N. (2015). Teaching High School Biology Undergraduate Students to Coordinate Text and Diagrams: Relations with Transfer, Effort, and Spatial Skill. International Journal of Science Education, 37(15).
Berthold. K, dan Renkl. A (2009) Instructional Aids to Support a Conceptual Understanding of Multiple Representations. Journal of Psychology Education, 101(1).
Davies, M. (2011). Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter?. Higher Education, 62.
Detik.com. (2023). Kapal Titan Meledak tapi Titanic Tetap Utuh di dasar Laut Begini Kata Pakar. Diakses pada 17 Oktober 2023, dari https://www.detik.com/jateng/berita/d-6794399.
Dinantika, H. K. (2021). Pengembangan E-LKPD Berbasis Proyek Terintegrasi Stem Untuk Mengakomodasi Gaya Belajar Serta Melatihkan Penalaran Ilmiah dan Performance Argumentasi (Doctoral dissertation, Universitas Lampung).
El Achkar, A. M. N., Leme, V. B. R., Soares, A. B., & Yunes, M. A. M. (2019). Life Satisfaction and Academic Performance of Elementary School Students. Psico-USF, 24(2).
Erlich. (2002). How Do We Know if We are Doing a Good Job in Physics Teaching?. American Journal of Physics, 70(1).
Fauzen, A., Roosyanti, A., & Desiningkrum, N. (2022). Jurnal Pengembangan Media Crossword Puzzle Materi Perubahan Zat Wujud Benda Kelas V SD Raden Patah Surabaya. Jurnal Inovasi Penelitian, 3(5).
Gabel, D. L. (1998). The Complexity of Chemistry and Implications for Teaching. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.
Gaikwad, N., & Tankhiwale, S. (2012). Crossword Puzzles: Self-Learning Tool in Pharmacology. Perspectives on Medical Education, 1.
Hatami, Sarvenaz. 2013. Learning Style. Jurnal Department of Educational Psychology at The University of Alberta, Canada. 67(4).
Iswara, H. S., Ahmadi, F., & Da Ary, D. (2022). Implementasi Etnomatematika pada Kurikulum Merdeka Melalui Hibriditas Budaya di Kota Semarang. In Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS) 5(1).
Kokotovich, V. (2008). Problem Analysis and Thinking Tools: an Empirical Study of Non-Hierarchical Mind Mapping. Design studies, 29(1).
Kozma, R., dan Russell, J. (1997). Multimedia and Understanding: Expert and Novice Responses to Different Representations of Chemical Phenomena. Journal of Research in Science Teaching, 34(9).
Kurniawati, I. (2019). Efektivitas Model Pembelajaran ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) dengan Metode Pictorial Riddle Berbantu Flash Card terhadap Miskonsepsi Peserta Didik pada Pembelajaran Fisika. (Doctoral Dissertation, UIN Raden Intan Lampung).
Martínez Serna, M. I., & Parra Azor, J. F. (2011). Active Learning: Creating Interactive Crossword Puzzles.
Mathewson, J. H. (1999). Visual-spatial Thinking: An Aspect of Science Overlooked by Educators. Science Education, 83.
Mathias, J R (1993) A Study of The Problem Solving Strategies Used by Expert and Novice Designers, PhD Thesis, University of Aston, Birmingham, UK.
Nurfitria, D., & Hertanti, E. (2020). The Effect Inquiry Learning Model with Pictorial Riddle Technique Digital Based on Students Creative Thingking Ability Towards Temperature and Heat Concept. EDUSAINS, 12(2).
Nurmalasari, R. (2016). Analisis Representasi Siswa SMP pada Tema Kalor dalam Perubahan Wujud Zat. Doctoral dissertation, Universitas Pendidikan Indonesia.
Orawiwatnakul, W. (2013). Crossword Puzzles as a Learning Tool for Vocabulary Development. Electronic Journal of Research in Education Psychology, 11(30).
Oxman, R (2004) Think-maps: Teaching Design Thinking in Design Education Design Studies, 25.
Prain, V and Waldrip, B. (2008). A Study of Teachers’ Perspectives About Using Multimodal Representations of Concepts To Enhance Science Learning. Canadian Journal of Science, Mathematics, and Technology Education, 8(1).
Restrepo, J and Christiaans, H (2003) Problem Structuring and Information Access in Design in N Cross and E Edmonds (eds) Expertise in Design Creativity and Cognition Press, University of Technology, Sydney, Australia.
Saregar. A. (2016). Pembelajaran Pengantar Fisika Kuantum Dengan Memanfaatkan Media Phet Simulation dan LKM Melalui Pendekatan Saintifik: Dampak Pada Minat dan Penguasaan Konsep Mahasiswa. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5 (1) 53-60.
Sari, L. P., Purwita, T. D., & Wilujeng, I. (2020). Application of TTW (Think-Talk-Write) Learning Model Using Pictorial Riddle Worksheet to Improve Students’s Conceptual Undertstanding Abilities. In Journal of Physics, 1440(1).
Sari, R. T. M., Mahardika, I. K., & Indrawati, I. (2019). Pengaruh Model Pembelajaran Guided Inquiry disertai Pictorial Riddle Terhadap Kemampuan Representasi Verbal Materi Gerak Lurus Siswa di SMA. Jurnal Pembelajaran Fisika, 8(1).
Solso, R.L. (2007). Psikologi Kognitif. Jakarta: Erlangga.
Solso, R.L., Maclin, O.H., & Maclin, M.K. (2008). Psikologi Kognitif (dialih bahasakan oleh Mikael Rahardanto & Kristianto Batuadji). Jakarta: Erlangga.
Susanti, P. A., & Kusmariyani, N. N. (2017). Penerapan Model Picture And Picture Berbasis Pendekatan Saintifik untuk Meningkatkan Hasil Pengetahuan IPA. Jurnal Ilmiah Sekolah Dasar, 1(2).
Trianto. (2014). Model Pembelajaran Terpadu. Jakarta Bumi Aksara.
Turner, S. E., & Ambrico, J. M. (2013). Underwater Implosion of Cylindrical Metal Tubes. Journal of Applied Mechanics, 80(1).
Wijayanti, W. F., Nizaruddin, N., & Kartinah, K. (2016). Efektivitas Pembelajaran Multi Representasi Berbantuan Metode Mind Mapping terhadap Kemampuan Pemecahan Masalah. In Senatik.
Yunianti, N. D. (2020). Pengaruh Model Pembelajaran Brain Based Learning Berbantuan Mind Mapping terhadap Kemampuan Representasi Matematis Siswa di Kelas VIII SMP Negeri 2 Jakarta.
Published
2024-01-15
How to Cite
Dewi, N., Prima, E., & Julian, M. (2024). Enhancing Learning Styles and Strengthening Verbal and Visual Representation Skills: Utilizing Worksheet through Pictorial Riddles, Crossword Puzzles, and Mind Maps. STEM Education Indonesia, 1(1), 1-16. Retrieved from http://jkpis.com/index.php/stemeducation/article/view/249
Section
Articles
Copyright
- The Author and each co-authors transfer the copyright and grant the journal right of publication with the work simultaneously licensed under an International Creative Commons Attribution and ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors should sign copyright transfer agreement when they have approved the final proofs sent by STEM Education Indonesia prior the publication.
Author Guarantee
- The Author (Co-authors) guarantees that the Materials are an original work, submitted only to STEM Education Indonesia, and have not been published previously.
- In case the Materials were written jointly with Co-authors, the Author guarantees that he/she has informed them of the terms of this Agreement and obtained their signatures or written permission to singe on their behalf.
- The Author guarantees as well that:
- The Materials do not contain libelous statements.
- The Materials do not infringe on other persons' rights (including without limitation copyrights, patent rights and the trademark right).
- The Materials do not contain facts or instructions that can cause damage or injury to third parties and their publication dose not cause the disclosure of any secret or confidential information
STEM Education Indonesia is Published by Perhimpunan Intelektual Muslim Indonesia, and licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright ©2024
