The influence of instructional models and learning styles on the ability to read to understand

Abstract

The purpose of this study was to determine the effect of Instructional models and learning styles on learning outcomes of reading skills. Reading is part of the educational process of developing self-potential so that it can think rationally towards academic achievement. Researchers are of the view that teachers should introduce a variety of reading strategies that are relevant to the needs of students. This study aims to obtain a picture of the influence of think, talk, write learning models and picture to picture learning models (external factors) as well as visual and auditory learning styles (internal factors) on the ability of reading to understand the contents of the Baitussalam Integrated Islamic Qurrata'ain Elementary School in Bogor. Experimental research methods with quantitative research approaches are conducted to test the effect of a variable on other variables with the two-way Anava test. 104 respondents were divided into four classes, each class consisting of 26 students. Each class is distinguished by instructional models and learning styles namely instructional models think, talk, write and picture to picture while the learning styles are visual and auditory. The hypothesis there is a positive influence of instructional models on reading skills, and there is a positive influence on learning styles and reading skills. The results of this research depicted that the picture of the instructional model and visual learning style significantly influence reading skills.