Gaya pembelajaran vak

GAYA PEMBELAJARAN

1.0 Gaya Pembelajaran

Setiap orang mempunyai gaya pembelajaran dan kekuatan yang tersendiri (Kenneth &
Dunn, 1984). Gaya pembelajaran boleh didefinisikan sebagai “motivational interest or
pattern that is preferred when processing new information or experiences” ( minat atau pola
terpilih yang mendorong seseorang apabila memproses maklumat baru atau pengalaman)

Terdapat empat model gaya pembelajaran iaitu (1) Model Dunn & Dunn (Lampiran1.1-F1b)
(2) Kolb Learning Styles Inventory (3) Honey & Mumford: Learning Styles Questionnaire
(LSQ) (4) Hermaan: Whole Brain Learning Style Preference (LSP) (Lampiran 1.1-1a ).
Mana-mana satu model boleh dipilih untuk digunakan. Walau bagaimanapun, fasilitator
harus memberi fokus sekurang-kurangnya kepada tiga bentuk gaya pembelajaran yang
utama iaitu (1) Visual, (2) Auditori, dan (3) Kinestetik (Kajian oleh Neuro Linguistic
Programming). Layari http://www.nwlink.com/~donclark/hrd/vak.html) Model Dunn & Dunn
juga sesuai digunakan untuk melengkapkan konsep gaya pembelajaran.

Secara ringkas, aplikasi kepada gaya pembelajaran mengambil kira proses yang
ditunjukkan oleh rajah di bawah.

Merancang P&P Menguruskan P&P
• Aktiviti • Keluwesan aktiviti
Mengenal pasti • Bahan bantu • Pelbagai bahan
Gaya berasaskan bantu
Pembelajaran gaya • Stimulus (alam
pembelajaran sekitar, Emosi,
Sosiologi,
Fizikal,Psikologi)

Konsep : Gaya pembelajaran ialah cara mempelajari sesuatu mengikut kecenderungan
individu. Terdapat pelbagai teori dan model gaya pembelajaran. Murid dan guru
perlu mengetahui kepelbagaian gaya pembelajaran tersebut supaya mereka dapat
mengenal pasti gaya pembelajaran yang sesuai untuk diri mereka / pelajar
mereka.

Pada asasnya terdapat dua model gaya pembelajaran yang akan dibincangkan di
sini, iaitu:-

• Gaya VAK ( Visual , Auditouri , Kinestetik )
• Gaya Pembelajaran Dunn dan Dunn

Bahan Sumber Pengajaran dan Pembelajaran Bestari 1/

1.1 MODEL GAYA PEMBELAJARAN VAK ( Visual , Auditouri , Kinestetik )

Gaya VAK mengandungi tiga aspek , iaitu gaya pembelajaran Visual , Auditori dan Kinestetik.

• Gaya Pembelajaran Visual

1. Murid belajar lebih baik dengan melihat sesuatu teks berbentuk
perkataan / ayat dalam buku , papan hitam atau paparan komputer.
2. Mereka lebih mengingati dan memahami arahan dan penerangan menerusi
pembacaan ayat atau teks berkenaan.
3. Murid “Visual “ tidak memerlukan penerangan lisan seperti murid
“auditori” tetapi mereka selalunya dapat belajar melalui pembacaan.
4. Mereka selalunya menulis nota syarahan / arahan lisan jika mereka hendak
mengingati sesuatu.

• Gaya Pembelajaran Auditori

1. Murid “Auditori” belajar dengan mendengar perkataan / ayat yang disebut
dan juga arahan lisan.
2. Mereka boleh mengingati penerangan melalui bacaan kuat atau
menggerakkan bibir ketika membaca terutama apabila mempelajari
sesuatu yang baru.
3. Mereka dapat mengukuhkan ingatan dengan mendengar semula rakaman
pita audio, mengajar murid lain dan berbincang dengan guru.

• Gaya Pembelajaran Kinestetik

1. Murid “Kinestetik” belajar dengan baik dan berkesan melalui pengalaman
dan akan melibatkan diri secara fizikal dalam aktiviti di kelas.
2. Mereka biasanya dapat menginagti sesuatu dengan baik dan berkesan
apabila melakukan aktiviti secara “hands-on”.

1.1.1 Matrik Gaya Pembelajaran VAK

Apabila anda Visual Audiotori Kinestetik/Tactile
Mengeja Adakah anda cuba melihat Membunyikan Tulis perkataan untuk
perkataan? perkataan atau memastikannya betul.
menggunakan
pendekatan fonetik?
Bercakap Anda bercakap secara Anda suka mendengar Menggunakan
berpasangan tetapi tidak tetapi tidak suka untuk pergerakan dan air
suka mendengar terlalu bercakap? Guna muka. Suka perkataan
lama? Lebih suka perkataan seperti rasa, sentuh dan
mendengar perkataan lihat, dengar dan fikirkan? pegang.
gambarkan dan
bayangkan?
Membayangkan Adakah anda dapat melihat Berfikir secara bunyi? Melihat beberapa
gambar dengan jelas dan gambar, semuanya
terperinci? bergerak?
Memberi tumpuan Adakah anda terganggu Terganggu oleh bunyi Terganggu oleh aktiviti

oleh pergerakan atau atau bising? di sekeliling?
keadaan tidak teratur?
Bertemu semula Terlupa nama tetapi ingat Terlupa muka tetapi Ingat dengan baik apa
seseorang mukanya? Ingat di mana ingat nama? Ingat apa yang telah dilakukan
bertemu? yang telah bicarakan? bersama?
Menghubungi Adakah anda suka secara Lebih suka telefon? Bercakap sambil atau
sesorang atas terus, berhadapan atau melibatkan diri dalam
sesuatu urusan pertemuan peribadi? sesuatu aktiviti?
Releks (relax) Adalah anda lebih suka Lebih suka mendengar Suka bermain sesuatu
menonton TV, pertunjukan radio, musik atau permainan atau
atau wayang? membaca? membuat sesuatu
menggunakan tangan?
Cuba Adakah anda Mendengar ton suara? Melihat pergerakan
menginterpretasik memerhatikan air badan?
an mood mukanya?
seseorang
Membaca Adakah anda suka situasi Gemarkan dialog dan Lebih suka cerita
deskriptif? Berhenti untuk perbualan atau berbentuk aksi atau
membayangkan sesuatu mendengar watak yang tidak betul-betul
tindakan? bercakap? berminat membaca?
Membuat sesuatu Adakah anda suka melihat Lebih suka arahan Lebih suka terus
yang baru demonstrasi, rajah, slaid verbal atau berbincang mencuba?
atau poster? dengan seseorang?
Meletakkan Adakah melihat arah dan Suka bercakap dengan Mengabaikan arahan
sesuatu bersama- gambar? seseorang atau dan memikirkan
sama bercakap kuat semasa semasa
bekerja? melaksanakannya?
Memerlukan Adakah anda memerlukan Panggil meja-bantuan, Terus mencuba atau
bantuan daripada gambar atau rajah? tanya jiran? mencuba di komputer
aplikasi komputer lain.
Mengajar Adakah anda suka Lebih suka Lakukan untuk mereka
seseorang menunjukkan sesuatu? memberitahu? dan berikan mereka
melihat bagaimana
dibuat atau minta
mereka melakukan?

The Visual Modality

The visual learner remembers 75% of what the read or see.

Demonstrations from the blackboard, diagrams, graphs and charts are all valuable tools for the
visual learner.

Generally, analytic visual learners will process the printed word before iconic (pictorial)
information.

Generally, global visual learners will process iconic (pictorial) information before reading the
printed text.

Learning Strengths of the VISUAL Learner

Remembers what they read and write.

Enjoys visual projects and presentations.

Can remember diagrams, charts, maps well.

Understands information best when they SEE it.

Strategies for the VISUAL Learner

Write things that you want to remember down; you will remember them better that way.

Look at the person who is speaking to you; it will help you focus.

Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some visual learners do,
however, like soft music in the background.

If you miss something a teacher says or do not understand, ask politely if they could repeat or
explain.

Most visual learners learn best alone.

Teaching Strategies for the VISUAL Learner

Provide lots of interesting visual material in a variety of formats.

Make sure visual presentations are well-organized.

During lessons, ensure auditory learners are in a position to hear well.

Make handouts and all other written work as visually appealing as possible, and easily read.

Make full use of a variety of technologies: computer, OHP, video camera, live video feeds/close
circuit TV, photography, internet, etc.

Activity Suggestions for the VISUAL Learner

Diagrams. Games. Illustrations. Flash cards
Graphs. Displays. Crossword &
Photographs. Writing. Cartoons. word find
Colouring books. Newspapers. puzzles.
Slide
Posters. Recipes. Shows/Power Letters.
Magazines. Point.
Collages. Bulletin boards
Reading. Movies. Workbooks.
TV shows. Books.Flippaz
cards. OHP Info Wheels. Flip-
Turn starz. transparencies. gate quizzes.
Maps. Written reports.
Charts.

Traits of the VISUAL Learner

Prefers to see words written down


When something is being described, the visual learner also prefers to have a picture to view.

Prefers a time-line or some other similar diagram to remember historical events.

Prefers written instructions rather than verbal instructions.

Carefully organizes their learning materials.

Enjoys decorating their learning areas.

Prefers photographs and illustrations with printed content.

Remembers and understands through the use of diagrams, charts and maps.

Appreciates presentations using OHP transparencies or handouts.

Studies materials by reading notes and organizing it in outline form

Enjoys visual art activities

The Auditory Modality

The auditory learner MUST HEAR things for them to have the best chance of learning.

Only 30% of the general school-age population is auditory.

Generally, the auditory learner will remember 75% of what they hear in a lecture.

Using the auditory modality is the most difficult way to learn new material

Learning Strengths

Remembers what they hear and say.

Enjoys classroom and small-group discussion.

Can remember oral instructions well.

Understands information best when they HEAR it.

Strategies for the AUDITORY Learner

Study with a friend so you can talk about the information and HEAR it, too.

Recite out loud the information you want to remember several times.

Ask your teacher if you can submit some work (if appropriate) as an oral presentation, or on
audio tape.

Make your own tapes of important points you want to remember and listen to it repeatedly. This
is especially useful for learning material for tests.

When reading, skim through and look at the pictures, chapter titles, and other clues and say out
loud what you think this book could be about.

Make flashcards for various material you want to learn and use them repeatedly, reading them
out loud. Use different colours to aid your memory.

Set a goal for your assignments and verbalise them. Say your goals out loud each time you
begin work on that particular assignment.

Read out loud when possible. You need to HEAR the words as you read them to understand
them well.

When doing maths calculations, use grid paper to help you set your sums out correctly and in
their correct columns.

Use different colours and pictures in your notes, exercise books, etc. This will help you
remember them.

Teaching Strategies for the AUDITORY Learner

Re-phrase points, questions. Vary speed, volume, pitch, as appropriate, to help create
interesting aural textures.

Write down key points or key words to help avoid confusion due to pronunciation.

During lessons, ensure auditory learners are in a position to hear well.

Incorporate multimedia applications utilizing sounds, music, or speech (use tape recorders,
computer sound cards/recording applications, musical instruments, etc.).

Activities

Oral report or presentation.

Teach the class or a group.

Panel discussion.

Debate.

Tape recordings.

Songs.

Raps.

Poems.

Musical performance.

Puppet show.

TV/radio show.

Verbal games.

Show and tell/current events.

peer tutoring.

Oral presentations.

Demonstrations.

Oral recitation.

Traits of the AUDITORY Learner

Remembers what they say and what others say very well.

Remembers best through verbal repetition and by saying things aloud.

Prefers to discuss ideas they do not immediately understand.

Remembers verbal instructions well.

Enjoys the opportunities to present dramatically, including the use of music.

Finds it difficult to work quietly for long periods of time.

Easily distracted by noise, but also easily distracted by silence.

Verbally expresses interest and enthusiasm.

Enjoys class and group discussions.

Learning Styles
The Tactile - Kinesthetic Modality

The tactile-kinesthetic learner must DO things for them to have the best chance of learning.

The tactile-kinesthetic learner remembers best the things they experience.

Kinesthetic learning involves use of the whole body rather than just hands-on.

Getting information from written materials or by listening is not as easy as aforementioned
methods.

Learning Strengths of the TACTILE-KINESTHETIC Learner

Remembers what they DO, what they experience with their hands or bodies (movement and
touch).


Enjoys using tools or lessons which involve active/practical participation.

Can remember how to do things after they've done them once (motor memory).

Have good motor coordination.

Strategies for the TACTILE - KINESTHETIC Learner

To memorise, pace or walk around while reciting to yourself or using flashcards or notes.

When reading a short story or chapter in a book, try a whole-to-part approach. This means you
should first scan the pictures, then read headings, then read the first and last paragraphs and
try to get a feel for the book. You could also try skim-reading the chapter or short story
backwards, paragraph-by-paragraph.

If you need to fidget, try doing so in a way which will not disturb others of endager yourself or
others. Try jiggling your legs or feet, try hand/finger exercises, or handle a koosh ball, tennis ball
or something similar.

You might not study best while at a desk. Try lying on your stomach or back. Try studying while
sitting in a comfortable lounge chair or on cushions or a bean bag.

Studying with music in the background might suit you (baroque music is best - as opposed to
heavily rhythm-based music).

Use coloured contruction paper to cover your desk or even decorate your area. Choose your
favourite colour as this will help you focus. This technique is called colour grounding.

Try reading through coloured transparencies to help focus your attention. Try a variety of
colours to see which colours work best.

While studying, take frequent breaks, but be sure to settle back down to work quickly. A
reasonable schedule would be 15-25 minutes of study, 3-5 minutes of break time.

When trying to memorise information, try closing your eyes and writing the information in the air
or on a surface with your finger. Try to picture the words in your head as you are doing this. Try
to hear the words in your head, too.

Later, when you try to remember this information, close your eyes and try to see it with your
mind's eye and to hear it in your head.

When learning new information, make task cards, flashcards, electro-boards, card games, floor
games, etc. This will help you process the information.

Teaching Strategies for the TACTILE-KINESTHETIC Learner

Allow tactile-kinesthetic students to take breaks during lessons and move around.

Encourage tactile-kinesthetic students to write down their own notes.

Encourage tactile-kinesthetic students to stand or move while reciting information or learning
new material.


Incorporate multimedia resources (computer, video camera, OHP transparencies, photography
camera, etc.) into programmes (teacher presentations and student presentations).

Provide lots of tactile-kinesthetic activities in the class.

Suggestions ACTIVITY for the TACTILE - KINESTHETIC Learner

KINESTHETIC Activities

KSurveys. Field trips. Walking and reading.

Demonstrations. Dress as characters. Puppet shows.

Dance. Role-play/interviewss. Musical performances.

Products. Charades. Science labs

Body games. Pantomimes.

Rocking and reading. Plays.

Make a video show. Projects.

Activities
Tactile Activities

Modelling. Needlework. Sculptures. Info wheels.

Scrapbook. Posters. Mobiles. Peekys.

Colouring books. Task cards. Displays. Floaterz.

Artistic creations Electroboards. Collages Origami.

Dioramas. Blackboard/whiteboard Flip chutes. Learning circles.
activities
Turn starz Computers.
Sandpaper/felt letters.
Flip-gate quiz Cut-and-paste
Games. Calculators. sheets. tasks.

Puzzles. Flippaz.

Collections.

Workbooks


Traits of the TACTILE-KINESTHETIC Learner

Remembers what they DO very well.

Remembers best through getting physically involved in whatever is being learnt.

Enjoys acting out a situation relevant to the study topic.

Enjoys making and creating.

Enjoys the opportunities to build and physically handle learning materials.

Will take notes to keep busy but will not often use them.

Enjoys using computers.

Physically expresses interest and enthusiasm by getting active and excited.

Has trouble staying still or in one place for a long time.

Enjoys hands-on activities.

Tends to want to fiddle with small objects while listening or working.

Tends to want to eat snacks while studying.

1.2 MODEL GAYA PEMBELAJARAN DUNN & DUNN

Model Gaya Pembelajaran oleh Dunn dan Dunn menyatakan gaya pembelajaran seseorang
pelajar bergantung kepada unsur-unsur yang disukainya di bawah lima stimulus yang
ditunjukkan dalam Jadual 1.2.1 di bawah.

Jadual 1.2.1: Model Gaya Pembelajaran Dunn dan Dunn

Stimulus Unsur Ciri-ciri
1. Suka belajar tanpa bising atau dengan mendengar
Bunyi
Alam Sekitar muzik.
Suka belajar di tempat yang cerah atau di tempat
Cahaya
yang kurang cahaya.
Suhu Suka belajar di tempat yang sejuk atau panas.

Stimulus Unsur Ciri-ciri
Suka belajar di tempat formal yang ada kerusi dan
Pola meja atau di tempat tidak formal seperti berbaring
atau duduk di atas lantai.
2. Boleh merangsang diri untuk belajar atau perlu
Motivasi
Emosi dirangsang oleh guru.
Boleh belajar dalam jangka masa yang pendek
Ketabahan
atau panjang.
Bertanggungjawab untuk belajar atau perlu
Tanggungjawab
bimbingan oleh guru.
Suka belajar mengikut jadual waktu atau suka
Struktur belajar sekiranya lebih masa diberi untuk sesuatu
mata pelajaran atau perkara.
3. Sendiri Suka belajar secara sendirian.
Sosiologi Pasangan Suka belajar secara pasangan.
Rakan sebaya Suka belajar dengan rakan sebaya.
Pasukan Suka belajar dalam pasukan.
Guru Suka belajar dengan bimbingan guru
Dapat belajar dengan mana-mana cara yang
Pelbagai cara
tersebut di atas.
4. Suka belajar dengan benda/perkara maujud atau
Persepsi
Fizikal abstrak atau melalui pengalaman.
Suka atau tidak suka makan dan minum semasa
Makan
belajar.
Suka belajar sesuatu mata pelajaran pada waktu
Waktu
yang sesuai atau pada bila-bila masa.
Gerakan Suka atau tidak suka bergerak semasa belajar.

Stimulus Unsur Ciri
Pelajar global suka belajar secara menyeluruh;
5. Global atau
pelajar analitik suka belajar mengikut urutan dan
Psikologi Analitik
membuat analisis.
Pelajar yang memproses maklumat menggunakan
otak kiri suka belajar bahagian-bahagian bahasa,
dan membuat pengiraan dan analisis;
Otak Kiri atau
Pelajar yang memproses maklumat menggunakan
Otak Kanan
otak kanan suka belajar secara keseluruhan,
membuat sintesis, melukis, membuat gerakan dan
mencipta sesuatu.
Pelajar yang impulsif bertindak secara spontan
Impulsif atau manakala pelajar yang reflektif berfikir sebelum
Reflektif bertindak.

Untuk mendapat maklumat lanjut tentang Gaya Pembelajaran sila tuan / puan
layari laman-laman berikut :-


http://www.berghuis.co.nz/abiator/lsi/lsiframe.html

Catatan: Inventori Gaya Pembelajaran secara on line boleh dilayari di URL di bawah;

http://www.learnativity.com/assessment.html

http://snow.utoronto.ca/Learn2/mod3/tchstyle.html

http://www.ldpride.net/learningstyles.MI.htm

http://www.ldpride.net/learning_style.html

http://www.berghuis.co.nz/abiator/lsi/lsiframe.html

http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ilsweb.html

http://www.metamath.com//multiple/multiple_choice_questions.cgi

Contoh Rancangan Pengajaran Harian Mengambil Kira Gaya Pembelajaran & Pelbagai
Kecerdasan

Nama Guru: Mohd Talib bin Rahman
Darjah : 4 Mawar
Tajuk Pelajaran: Surat Tidak Rasmi & Surat Rasmi
Bidang/Tema:Membaca untuk unsur Pengajaran /Surat
Jangka masa: 2 jam ( dua hari )
Ringkasan Pelajaran :
Memahami format surat
Berkomunikasi, menganalisis, menjana idea,
Pembelajaran koperatif, kemahiran teknologi maklumat,
jujur dan bertanggungjawab, bersama kumpulan.

Hasil Pembelajaran: Aras :2
i. Memahami Format Surat 1. Meneliti dan membuat perbandingan
ii. Menyatakan bahawa Surat Surat Rasmi dan Surat Tidak Rasmi
mempunyai format tertentu 2. Menghasilkan rangka Surat Rasmi dan
iii.Menyenaraikan persamaan Surat Tidak Rasmi.
format dan perbezaan
Objektif: Diakhir pengajaran murid dapat membezakan dan persamaan antara
Surat Rasmi dengan surat Tidak Rasmi.
Pengetahuan Perlu Ada : Murid biasa melihat Surat Rasmi dan Surat Tidak Rasmi.
Isi Kandungan:
1. Format Surat Rasmi dengan Surat 3. Perbezaan Surat Tidak Rasmi
Tak Rasmi dengan Surat Tak Rasmi
1. Persamaan surat Tidak Rasmi 4. Membina format Surat Tidak


dengan Surat Rasmi Rasmi dan Surat Rasmi
Nilai Murni : i. Menggunakan bahasa surat
ii. Menggunakan kata panggil yang betul dan berbudi bahasa
Bahan Bantu Belajar :
i. Transparensi ii Kad Manila iii. Lembaran kerja iv. OHP
Elemen Pengurusan Pembelajaran Bestari/Kemahiran Generik Yang Menjadi Fokus
 Kemahiran berfikir, kemahiran membanding dan membeza dan
 Pembelajaran Kooperatif

Langkah / Is i Media Kemahiran
Masa Aktiviti Pengajaran & Pembelajaran Pengajaran Generik
(Peristiwa/ Guru Pelajar
Pengajaran

Kemahiran
Langkah Format 1.Guru 1. Murid berbincang Kertas A4 Kolaboratif
2 Surat mengedarkan dalam kumpulan. (lakar Kemahiran
belajar
(15 minit ) Tidak kertas A4. format)
Pemerolehan
Rasmi & 2. Murid melakarkan Dan maklumat..
Format 2.Guru format mengikut tranpiransi
Surat menyuruh murid pengetahuan sedia Lukis
Rasmi melakarkan ada. semula MI-
Interpersonal
format surat (2 helai
Tidak Rasmi 4.Murid akan satu Mengumpul
dengan Surat melakarkan jawapan kumpulan) dan
Rasmi. di transparansi mengelaskan
mengikut
kategori.
3. Guru 5. Rakan membentang
memanggil hasil kerja – Kem Fasi:
nombor dan Menamakan format Attending
murid - Rakan lain memberi
membentangkan pujian Kecederasan
hasil kerja di Fizikal
Borang
transparansi 6.Rakan dari kumpulan
Penilaian Logik.
lain akan menilai Melakar
rakan
4. Memberi pembentangan rajah.
sebaya.
borang penilaian tersebut
rakan sebaya Kecerdasan
Verbal

Dipetik sebahagian daripada PPP oleh Cikgu Mohd Talib bin Rahman (SK Jelutong Pulau
Pinang)

(Catatan : Perkataan-perkataan yang diboldkan pada ruangan aktiviti pelajar membawa
maksud gaya pembelajaran dan kecerdasan pelbagai)


Gaya pembelajaran vak

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