The effect of visual, auditory, and kinesthetic (VAK) learning models on PPKn learning outcomes in elementary schools
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.424Keywords:
VAK learning model, learning outcomes, Civics education, elementary school, learning stylesAbstract
Learning outcomes of fourth-grade students in Civics education (PPKn) at SD Negeri 1 Watubelah were still below the minimum mastery criterion, largely because instruction remained teacher-centered and did not accommodate students' varied learning styles. This study examined the effect of the Visual, Auditory, Kinesthetic (VAK) learning model on the learning outcomes of fourth-grade students in the topic of Indonesia's cultural diversity. A quantitative quasi-experimental design with a nonequivalent control group was used, involving 33 students in the experimental class (IV B) and 36 in the control class (IV A), selected through cluster sampling. Data were collected through a 15-item multiple-choice test (Cronbach's Alpha = 0.892) and observation sheets, then analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, an independent-samples t-test, and the N-Gain test. The results showed the average posttest score of the experimental class (85.55) was higher than that of the control class (71.03), with a significant difference (t = 11.573; Sig. = 0.000 < 0.05), so H0 was rejected. The average N-Gain of the experimental class (69.35%) fell into the "fairly effective" category, while the control class (36.69%) fell into the "ineffective" category. It is concluded that the VAK learning model has a significant positive effect on students' PPKn learning outcomes.
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