The reviewed article is written by Nugraha et al. (2020) and entitled “An analysis of the relationship between students’ scientific attitude and students’ learning style in junior high school.” The purpose of the study was to “profile the relationship of scientific attitude level and learning style preference” of junior high school students (Nugraha et al., 2020, p. 185). The researchers found a direct link between students’ learning styles and their scientific attitudes. It is stressed that the majority of the participants had a kinesthetic learning style. The purpose of this brief article review is to examine the characteristics of kinesthetic learners, summarize and analyze the findings of the article, its strengths, and weaknesses, as well as potential use in the education context.
The article under analysis is guided by the VAK (visual, auditory, kinesthetic) learning styles model. This quantitative study involved 110 9th-grade students of Junior High School (Bandung) during the 2018-2019 school year (Nugraha et al., 2020). The authors employed a simple random sampling as the guiding sampling technique. In order to identify the participants’ learning preferences, the VAK Learning Style Inventory was utilized. Nugraha et al. (2020) used the Scientific Attitude Questionnaire to profile students’ scientific attitudes. The Chi-square method was employed to determine the relationship between the participants’ learning styles and scientific attitudes. The researchers utilized Cramer’s V value to identify “the power or strength that occur in the relationship between variables” (Nugraha et al., 2020, p. 188). The authors employed the IBM SPSS software to enhance the validity and reliability of the findings and make the data analysis process more efficient.
The authors reported that the participants’ scientific attitude level was average, and a more significant part of students (43%) preferred the kinesthetic learning style. The rate of students with auditory learning preferences was 28%, and 26% of the participants had a visual learning style (Nugraha et al., 2020). In the link between the participants’ scientific attitude and learning styles, 50% of students had kinesthetic learning style preferences, 32.1% preferred visual learning style techniques, and 17.9% had auditory learning style preferences (Nugraha et al., 2020). The link between the participants’ learning styles and scientific attitude was medium, with the Cramer’s V coefficient of 0.239 (Nugraha et al., 2020). The researchers concluded that educators should choose teaching interventions consistent with their students’ learning preferences.
The authors have sufficient expertise in science education in the K-12 setting as they teach science and have published several papers on diverse aspects of teaching. The researchers provide detailed descriptions of the data collection and analysis processes, which makes it possible to verify the findings and their conclusions. Nugraha et al. (2020) also use quite a standard language, making the article appropriate for a broad audience, although educators would benefit most from reading the article. The authors provide multiple references to other reputable sources and back up their findings by referring to other studies. However, students and educational administrators can also read the article and use the data.
One of the strengths of the study in question is the use of a thorough methodology. The authors use the VAK methodology to determine the participants’ learning styles, which is a common technique. For instance, Rini et al. (2020) also employed the VAK model when examining the relationship between students’ critical thinking skills and their learning preferences. Notably, the findings reported by Rini et al. (2020) are quite similar to the conclusions made by Nugraha et al. (2020). The VAK model is also utilized in various studies mentioned by Nugraha et al. (2020). The use of the Scientific Attitude Questionnaire is also justified as this instrument is widely utilized to determine learners’ scientific attitudes. Finally, Nugraha et al. (2020) use sound statistical tools to analyze data, which enhances the reliability of the findings and conclusions.
At that, it is necessary to mention some weaknesses and limitations of the study as well. A comparatively small sample (110 participants) and their homogeneity have a negative impact on the generalizability of the findings. The students of a single school are involved, so the conclusions cannot be generalized to be applied in other districts and parts of the country. Another weakness is associated with the lack of clear findings and implications for teaching practice. The authors simply provide the results of their study and mention that educators should consider students’ learning preferences in their approach. The article would be enhanced if the researchers would add the information regarding the limitations of the study, implications, and areas for future exploration.
In conclusion, the reviewed article provides valuable insights into the relationship between students’ learning preferences and their academic characteristics. It is clear that kinesthetic learners have a high level of scientific attitude, which has a significant effect on their performance. Educators should consider kinesthetic students’ peculiarities when developing their teaching techniques. Although the article in question concentrates on science and K-12 environment, the findings and conclusions can be helpful in diverse disciplines and different educational contexts, including higher and online education. Based on the reviewed article, it is possible to conclude that the scientific attitude of kinesthetic learners is quite high, and these learners benefit from the use of certain types of teaching methods.
Nugraha, I., Putri, N. K., & Sholihin, H. (2020). An analysis of the relationship between students’ scientific attitude and students’ learning style in junior high school. Journal of Science Learning, 3(3), 185-195.
Rini, D. S., Adisyahputra, & Sigit, D. V. (2020). Boosting student critical thinking ability through project based learning, motivation and visual, auditory, kinesthetic learning style: A study on ecosystem topic. Universal Journal of Educational Research, 8(4A), 37-44.