The Comparison of Learning Style on Thermodynamic Learning Outcomes of Public High School and Islamic Boarding School

Abstract

This study aims to determine the effect of learning styles on thermodynamic learning outcomes of high school students with different characteristics. This study uses survey research with an embedded approach. Quantitative data were obtained using a learning style questionnaire and thermodynamic tests. Research subjects were 66 public high school students and 66 Islamic boarding school high school students who had taken thermodynamics material. Data were analyzed using the Mann-Whitney and Kruskal-Wallis tests then completed with student interviews. Results showed that students' learning styles in public high school and boarding school do not affect thermodynamic learning outcomes. Teacher learning method (direct instruction) has not accommodated all types of student learning styles in public high schools and boarding schools. Teachers should use media in delivering material and use various learning methods to accommodate diverse student learning styles to maximize student learning outcomes.