Differences in the Effects of Learning Styles Visual, Auditory, and Kinesthetic on Students’ Collaboration Skills in Biology
Abstract
Collaborative skills are considered 21st-century competencies in biology education, and differences in students’ learning styles are believed to influence these skills. This study aims to examine the effect of three learning styles visual, auditory, and kinesthetic on students’ collaboration skills in biology education. This study employs a quantitative approach with a correlational design. The research sample consisted of 168 11th-grade students majoring in natural sciences, selected through purposive sampling. Data were collected via a Likert-scale questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that visual learning styles (0.088 > sig. 0.05) and auditory learning styles (0.063 > sig. 0.05) do not have a significant effect on collaborative skills. Conversely, kinesthetic learning style had a significant influence (0.021 < sig. 0.05) with a positive path coefficient (0.268) and a small F-square value of 0.044. These findings indicate that kinesthetic learning style is effective in enhancing student collaboration. The coefficient of determination indicates that learning styles as a whole explain 34% of the variation in collaboration skills, while the remaining 66% is influenced by other factors outside the research model. This study contributes to the development of learning strategies that are more oriented toward physical activities, hands-on practice, and active student engagement, which need to be further optimized as a means to improve collaboration skills.
Keywords:
Collaborative Skills, Learning Styles, SEM-PLSReferences
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