Kesan penyesuaian pembelajaran berdasarkan gaya pembelajaran atas talian terhadap pembentukan pengetahuan pelajar

Abstract

Learning style is personal parameter which could increase students’ achievement. Recent studies have shown that Adaptive Learning Based on Learning Style (PPGP) increased students’ achievement. However, information on achievement does not explain the process of knowledge construction during learning process. Thus, this study aims to investigate the effect of PPGP on the students’ achievement and knowledge constructions. A sampel for this research consists of Diploma students in Electrical Engineering (Computer) who take Multimedia Interactive Application subject at a polytechnic. This research has two samples: set I (130 students) was involved to survey pre-learning style using Felder and Solomon’s questionnaire and set II (35 students) was involved in learning through Learning Management Sytem (LMS). This research has used pre-experimental design with one-group pretest-posttest. Before the treatment, students were given a pre test and LMS without PPGP treatment for 8 weeks to determine online learning style by using automatic approach. Then, for another 6 weeks, the same sample was given LMS with PPGP with active students were given Group-Problem Solving (PPGPPM) and reflective students were given Introspective-Guided Inquiry (PPGP-IT). At the end of the treatment, students were given post achievement tests. Paired-Samples T test was used to investigate the effect of LMS with PPGP on students’ achievement and whereas, its effect on students' knowledge construction was analysed by using content analysis. Next, sequential analysis was used to obtain model of knowledge construction process based on navigational behaviour sequence during learning process. The result shows LMS with PPGP has increased students’ achievement (p=0.000, a=0.05) with the effect size (Cohen d = 2.869) shows LMS with PPGP has given a large effect size on sudents’ achievement in the test. Although the test was repeated several times, the power value is 1.00 showing the same result will be obtained. The result also indicates, the highest level of knowledge construction is 34.49%, which is at integration level. This research also produced a process model of knowledge construction based on potential navigation behaviour that can assist students to achieve high level of knowledge construction based on learning style. In conclusion, LMS with PPGP increases achievement and helps students to achieve higher level of knowledge construction.