Research Article
The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement
@INPROCEEDINGS{10.4108/eai.19-7-2021.2312715, author={Yuyun Yuniarti and Suyitno Suyitno and Subuh Anggoro}, title={The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement}, proceedings={Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICONESS}, year={2021}, month={11}, keywords={visualization auditory kinestethic (vak) models social science learning}, doi={10.4108/eai.19-7-2021.2312715} }- Yuyun Yuniarti
Suyitno Suyitno
Subuh Anggoro
Year: 2021
The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement
ICONESS
EAI
DOI: 10.4108/eai.19-7-2021.2312715
Abstract
The objectives of this study were to: (1) described the steps of applying the visualization, auditory, kinesthetic (VAK) model with multimedia; (2) improved student learning outcomes; and (3) described the constraints and solutions of implementing the VAK model with multimedia in improving student learning outcomes. This Classroom Action Research (CAR) was carried out collaboratively and lasted for two cycles at SD Negeri 2 Tamanwinangun with a total of 27 students. Data analysis used was qualitative and quantitative analysis. The results of this study are the implementation of the VAK model with multimedia which is carried out according to the right steps to improve social studies learning outcomes with an average percentage of completeness in cycle I reaching 59.25% and in cycle II increasing to 86.68%. The constraints faced by researchers were: (a) teachers were still hesitant in applying the VAK model; (b) students are less active in learning; (c) students have difficulty in solving problems; and (d) students' responses have not touched on the content of the discussion. The solutions are: (a) providing VAK model training to teachers; (b) the teacher activates the students; (c) the teacher guides students to solve problems; and (d) the teacher guides students in providing responses.
