ANALYSIS OF STUDENTS' REPRESENTATION ABILITY ON DATA PRESENTATION MATERIAL VIEWED FROM VAK LEARNING STYLES

A Study of Grade X Senior High School Students

Abstract

This research aims to analyze students’ mathematical representation ability in data presentation material based on VAK (Visual, Auditory, and Kinesthetic) learning styles. The background of this research arises from the fact that students’ representation ability is still relatively low, particularly in choosing appropriate diagrams, applying scales accurately, and interpreting data. This research employed a qualitative descriptive approach with six Grade X-L students from MAN 1 Lamongan selected through purposive sampling based on the VAK learning style questionnaire. Research instruments consisted of a representation ability test, a learning style questionnaire, and semi-structured interviews. Data were analyzed using Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing with methodological triangulation. The findings revealed differences in representation tendencies according to learning styles. Visual learners excelled in symbolic and visual representation but showed weaknesses in verbal aspects. Auditory learners demonstrated balanced abilities across all three aspects, with dominance in verbal representation, although their visual outputs were less neat. Kinesthetic learners were strong in concrete visual representation and fairly good in verbal expression but weak in symbolic representation. These results highlight that learning styles significantly influence variations in students’ mathematical representation abilities. Thus, teachers should consider students’ learning styles when designing instructional strategies to accommodate diverse characteristics and enhance the effectiveness of mathematics learning.