PENGARUH PEMBELAJARAN DIFERENSIASI MODEL VISUALIZATION AUDITORY KINESTETIC (VAK) TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SEJARAH KELAS X DI SMAN 1 PARENGAN TAHUN PELAJARAN 2022/2023

Abstract

This study aims to explain the causality relationship between differentiated learning Visualization Auditory Kinestetic (VAK) model with student learning outcomes in class X history subjects at SMAN 1 Parengan in the 2022/2023 academic year. This research is an experimental research with the form of quasi experimental design with Noneequivalent Control Group Design model. Sampling was done by purposive cluster sampling technique. This study used 2 classes, namely class X-5 as the experimental class and class X-6 as the control class. The instruments used in this study were learning implementation observation sheets, learning response questionnaires, and tests. The data analysis technique used the Independent Sampe t-test test with a significance level of 5% or 0.05 which was preceded by conducting a prerequisite test in the form of normality test and homogeneity test. The results of data analysis showed that there was a significant difference between the average posttest scores in the experimental and control classes. The average posttest score of the experimental class of 78 was higher than the average posttest score of the control class of 66. Based on the results of data analysis, the significance value is obtained which shows that 0.001 <0.05, so that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Thus, it can be concluded that differentiated learning Visualisation Auditory Kinestetic (VAK) model affects students' learning outcomes in history class X at SMAN 1 Parengan.The dominant learning style in this study is auditory learning style with a total of 14 students, while visual and kinesthetic learning styles consist of the same number of 10 students. Visual learning style has an average posttest score of 81, while auditory learning style is 76 and kinesthetic is 78. Visual learning style has higher history learning outcomes than auditory and kinesthetic learning styles, because students with visual learning styles have higher initial abilities than students with auditory and kinesthetic learning styles. In addition, students with visual learning styles also have a good level of concentration when studying material in learning modules that are equipped with pictures and explanations of material, thus making students able to observe, understand, absorb, and remember learning material well. Keywords: Differentiated learning, Visualisation Auditory Kinestetic (VAK) learning model, learning styles, History learning outcomes