The Influence of Visual, Auditory, and Kinesthetic Learning Models on Elementary School Students' Achievement Motivation and Social Studies Learning Experiences

lisna handayani; Suardipa I Putu

doi:10.47655/hxpat145

Authors

lisna handayani
Suardipa I Putu

DOI:

https://doi.org/10.47655/hxpat145

Keywords:

VAK Model; Social Studies Concept Mastery; Career Maturity

Abstract

This study aims to determine the magnitude of the influence of Visual, Auditory, and Kinesthetic
(VAK) Learning Model on achievement motivation and students' learning experience in social
studies learning. This study is a quasi-experimental study with the Posttest-Only Control-Group
Design. The study population was all 42 fifth-grade students of SDN 4 Sudaji. A total of 42 students
were selected as the sample. Achievement motivation data were collected using questionnaires
and learning experience was measured using multiple-choice tests. Data were analyzed using
MANOVA (multivariate Analysis of Variance). The results of the study show that: First, there is
an influence of VAK learning on achievement motivation in fifth-grade students of SDN 4 Sudaji.
The results of the ANOVA test obtained an F value of 132.07 P < 0.05, this means that the
significance value of the calculated F is smaller than the F table of 0.05. Second, there is an effect
of VAK learning on the social studies learning experience of fifth-grade students of SDN 4 Sudaji.
The ANOVA test results obtained an F value of 74.071 P < 0.05, indicating that the calculated F
value is smaller than the F table value of 0.05. Third, there is a simultaneous effect of VAK learning on achievement motivation and learning experience in fifth-grade students of SDN 4 Sudaji. The
MANOVA test results obtained an F value of 45.526 P < 0.05, indicating that the calculated F
value is smaller than the F table value of 0.05. This study contributes to the achievement
motivation and learning experience of fifth-grade students of SDN 4 Sudaji after being taught
using the VAK model.

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