ANALISIS GAYA PEMBELAJARAN DALAM KALANGAN PELAJAR CINA DI UNIVERSITI SWASTA DALAM SUBJEK BAHASA KEBANGSAAN A BERDASARKAN MODEL GRASHA-RIECHMANN YANG DIPERLUAS (An Analysis of Learning Styles among Chinese Students in Private Universities in “Bahasa Kebangsaan A” Subject Based on the Extended Grasha-Riechmann Model)

JAYA MATHY SUBRAMANIAM, ZULKIFLI OSMAN, ANIDA SARUDIN, HUSNA FAREDZA MOHAMED REDZWAN

Abstract


Abstrak: Kajian ini bertujuan untuk mengenal pasti gaya pembelajaran pelajar yang paling dominan bagi subjek Bahasa Kebangsaan A berdasarkan gaya pembelajaran Grasha-Riechmann (1996) yang diperluas di Universiti Swasta. Kajian kuantitatif ini dijalankan berdasarkan gaya pembelajaran pelajar diperluas yang menglibatkan lapan jenis elemen gaya pembelajaran, iaitu gaya pembelajaran berdikari, penghindaran, bekerjasama, bergantung, persaingan, penyertaan, pengalaman dan pemerhatian. Seramai 242 orang pelajar berbangsa Cina yang mengikuti kursus Bahasa Kebangsaan A di IPTS dilibatkan dalam kajian ini. Kajian ini menggunakan borang soal selidik bagi memperoleh data daripada responden. Data dianalisis dengan menggunakan Statistical Package for Social Science (SPSS) versi 25 untuk mendapatkan nilai min dan sisihan piawai. Hasil kajian menunjukkan bahawa gaya pembelajaran paling dominan diamalkan oleh pelajar dalam proses pembelajaran Bahasa Kebangsaan A ialah gaya pembelajaran bekerjasama, diikuti oleh berdikari, penyertaan, bergantung, pemerhatian, pengalaman, persaingan dan yang paling terendah sekali ialah penghindaran. Hasil kajian mengikut jantina pula mendapati bahawa gaya pembelajaran pelajar yang paling dominan dalam kalangan pelajar lelaki adalah gaya pembelajaran bekerjasama (M=3.753, SP=0.55564) manakala gaya pembelajaran pelajar yang paling dominan dalam kalangan pelajar perempuan adalah gaya pembelajaran penyertaan (M=3.6887, SP=0.47636). Implikasi kajian ini menunjukkan bahawa pensyarah perlu memberi penekanan terhadap gaya pembelajaran bekerjasama dalam kalangan pelajar kerana gaya ini merupakan gaya pembelajaran yang paling dominan dalam kalangan pelajar IPTS ketika mempelajari Bahasa Kebangsaan A.

Kata kunci: Model Grasha-Riechmann, gaya pembelajaran pelajar, gaya pembelajaran dominan, pencapaian akademik, Bahasa Kebangsaan A

Abstract: This study aims to identify the most dominant student learning style for “Bahasa Kebangsaan A” subject based on a model developed based on Grasha-Riechmann’s (1996) extended learning style in private universities. This quantitative study is conducted based on the expanded learning style of students which involves eight types of learning style elements, namely independent learning style, avoidant, cooperative, dependent, competition, participation, experience, and observation. A total of 242 Chinese students who took the “Bahasa Kebangsaan A” course at private universities were involved in this study. This study uses a questionnaire to obtain data from respondents. Data were analyzed using Statistical Package for Social Science (SPSS) version 25 to obtain mean values and standard deviations. The results showed that the most dominant learning style used by students in the learning process of “Bahasa Kebangsaan A” is collaborative learning style, followed by independent, third participation, fourth dependent, fifth observation, sixth experience, seventh competition and learning style that ranked lowest is avoidance. The results of the study by gender found that the most dominant student learning style among male students was collaborative learning style (M = 3.7053, SP = 0.55564) while the most dominant student learning style among female students was participatory learning style (M = 3.6887, SP = 0.47636). The implications of this study show that lecturers need to emphasize on collaborative learning style among students because this style is the most dominant learning style among private universities students when learning “Bahasa Kebangsaan A”.

Keywords: Grasha-Riechmann Model, students learning styles, dominant learning styles, academic achievement, Bahasa Kebangsaan A


Full Text:

PDF

References


Azarkhordad, F. & Mehdinezhad, V. (2016). Explaining the students’ learning styles based on Grasha-Riechmann’s student learning styles. Journal of Administrative Management, Education and Training, 12 (6), 72-79.

Baneshi, A. R., Dehghan Tezerjani, M. & Mokhtarpour, H. (2014). Grasha-Richmann college students’ learning styles of classroom participation: Role of gender and major. Journal of Advances in Medical Education & Professionalism, 2 (3), 103-107.

Che Ghani Che Kob, Mai Shihah Abdulah, Arasinah Kamis, Zaliza Hanapi & Ridzuan Che Rus. (2016). Amalan gaya pembelajaran pelajar cemerlang di Politeknik Seberang Perai: Kajian pelajar Malaysia berdasarkan model Felder Silvermen. GEOGRAFIA OnlineTM Malaysian Journal of Society and Space, 12 (3), 181-191.

Creswell, J. W. (2008). Educational Research. New Jersey: Pearson-Merrill Prentice Hall.

DeVellis, R.F. (2003). Scale Development Theory and Applications. 2nd Edition. Thousand Oaks, CA: Sage Publications.

Diaz, D.P. & Cartnal, R.B. (1999). Students’ learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching, 47 (4), 130-135.

Elban, M. (2018). Learning styles as the predictor of academic success of the pre-service history teachers. European Journal of Educational Research, 7 (3), 659-665.

Epstein, D., Elwood, J., Jey, V. & Maw, J. (1998). Failing Boys: Issues in Gender and Achievement. Buckingham, PA: Open University Press.

Grasha, A. F. (1996). Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. San Bernardino, CA: Alliance Publishers.

Honey, P. & Mumford. (1986). Using your learning style. Maidenhead: Peter Honey.

Jayanthi Muniandy & Munir Shuib. (2016). Learning styles, language learning strategies and fields of study among ESL learners. Malaysian Journal of ELT Research, 12 (1), 1-19.

Kamarul Azmi Jasmi & Zaharuzzaman Sulaiman. (2018). Kajian kes penggunaan gaya pembelajaran pelajar Pusat Pendidikan Islam Andalus, Singapura. Attarbawiy: Malaysian Online Journal of Education, 2 (15), 36-46.

Kamiliah Ayu Abd. Ghani & Zamri Mahamod. (2015). Strategi pembelajaran Bahasa Melayu dalam kalangan pelajar bukan Melayu. Jurnal Pendidikan Bahasa Melayu, 6 (1), 38-51

Karamustafaoglu, S., Cakır, R. & Celep, A. (2015). Relationship between the attitude of science teachers towards technology and their teaching styles. Participatory Educational Research, 2 (3), 67-78.

Kolb, D. A. (1984). Experiential Learning: Experience as a Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

Krejcie, R.V. & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30 (3), 607-610.

Lam, S.F., Jimerson, S., Kikas, E. Cefai, C., Verga, F.H., Nelson, B., Hatzichristou, C., Polychroni, F., Basnett, J., Duck, R., Farrell, P., Liu, Y., Negovan, V., Shin, H., Stanculescu, E., Wong, B. P. H., Yang, H. & Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The result of an international study from 12 countries. Journal of School Psychology, 50 (1), 77-94.

Michiko Toyama & Yoshitaka Yamazaki (2019). Are there effects of a match between learning style and teaching style in an EFL classroom? Innovation in Language Learning and Teaching, 14 (3), 243-258.

Mohd Majid Konting. (2005). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Mohd. Nor Ihksan & Hazwani Sapar. (2007). Gaya pembelajaran di kalangan pelajar Sarjana Muda Pendidikan Teknik dan Vokasional di Universiti Tun Hussein Onn. Seminar Penyelidikan Pendidikan. Institut Perguruan Batu Lintang.

Naimie, Z., Siraj, S., Chua, Y. P., Shagholi, R., & Abuzaid, R. A, (2010). Do you think your match is made in heaven? Teaching styles/learning styles match and mismatch revisited. Procedia: Social and Behavioral Sciences, 2 (2), 349-353.

Nor Hadibah Hushaini, Zulkifli Osman, & Anida Sarudin (2020a). Pelaksanaan amalan terbaik pengajaran Bahasa Melayu dalam kalangan guru sekolah rendah. Jurnal Pendidikan Bahasa Melayu, 10 (1), 1-13.

Nor Hadibah Hushaini, Zulkifli Osman & Anida Sarudin. (2020b). Hubungan antara lokasi sekolah rendah dan pengalaman mengajar guru Bahasa Melayu sekolah rendah dengan amalan pengajaran mereka. Jurnal Pendidikan Bahasa Melayu, 10 (2), 1-14.

Norazlin Mohd Ruslin & Siti Rahaimah Ali. (2019). Amalan dan cabaran pelaksanaan pembelajaran abad ke-21. In Proceedings of the International Conference on Islamic Civilization and Technology Management, hlm. 87-105. Anjuran Research Institute of Islamic Product and Malay Civilization, Universiti Sultan Zainal Abidin pada 23-24 November 2019.

Nursen İlçin, Murat Tomruk, Sevgi Sevi Yeşilyaprak, Didem Karadibak & Sema Savcı. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students.lçinet al. BMC Medical Education. 18, 291.

Ong Sze Chong & Zamri Mahamod (2014). Gaya pembelajaran pelajar bahasa Melayu berdasarkan gaya pembelajaran Grasha. Journal of Applied Research in Education, 18, 52-66.

Öznacar, B., Şensoy, Ş., & Satılmış, A. (2018). Learning styles and emotional intelligence levels of university teacher candidates. Eurasia Journal of Mathematics, Science and Technology Education, 14 (5), 1837-1842.

Pallant, J. (2010). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS. 4th Edition. England: McGraw-Hill.

Pashler, H., McDaniel, M., Rohrer, D. & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9 (3), 105-119.

Peacock, M. (2001). Match or mismatch? Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11 (1), 1-20.

Rodriguez, T.D. (2003). School social context effects on gender differences in academic achievement among second generation Latinos. Journal of Hispanic Higher Education, 2, 30-45.

Rosalia Harnita. (2017). The analysis of English teachers’ teaching styles and their effects on students’ interest. Disertasi Dr. Fal, Universiti Kebangsaan Malaysia.

Rosna Awang Hashim, Jahara Hashim, Noran Fauziah Yaakub, Abu Hassan Othman & Ruzlan Md Ali. (2004). Correlates of avoidance help-seeking behaviours among Malaysian adolescents. Malaysian Journal of Learning & Instruction, 1 (1), 31-50.

Sabri Ahmad, Shuhaili Safee & Wan Mohamad Asyraf Wan Afthanorhan. (2014). The learning styles towards mathematics achievements among higher education students. Global Journal of Mathematical Analysis, 2 (2), 50-57.

Sekaran, U. (1992). Research Methods for Business: A Skill-Building Approach. New York: John Wiley & Sons, Inc.

Taljaard, J. (2016). A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom. Journal of Learning Design, 9 (2), 46-55.

Wan Lokman Wan Ahmad, Ahmad Nizam Othman & Ridzuan Hussin. (2021). Analisis keperluan pengintegrasian gaya pembelajaran dan teknologi media baru dalam Pendidikan seni visual. Jurnal Penyelidikan Dedikasi, 18 (2), 1-13.

Zalizan Mohd Jelas, Saemah Rahman , Roslan Baki & Jamil Ahmad. (2005). Prestasi akademik mengikut gender. Jurnal Pendidikan, 30, 93-111

Zalizan Mohd Jelas, Mohd Yunus, K. R., Mohd Dahan, H., & Redzuan, M. (2001). Kajian pencapaian akademik pelajar lelaki dan perempuan. Laporan yang diserahkan ke Jabatan Pengajian Tinggi, Kementerian Pendidikan Malaysia. Bangi: UKM Pakarunding.


Refbacks

  • There are currently no refbacks.