Analysis of Honey Mumford Learning Styles and Their Implications for Algebraic Thinking Abilities

Abstract

Understanding learning styles is vital for enhancing educational quality, particularly in higher education. The Honey Mumford model categorises learners as Activists, Reflectors, Theorists, or Pragmatists, and is widely used to examine learning preferences. This study explores how these styles influence algebraic thinking among Information Technology students at Universitas Dian Nusantara Jakarta. A quantitative correlational approach was applied, involving 95 purposively selected students. Data were gathered using the Learning Styles Questionnaire (LSQ) and an algebraic thinking skills test, then analysed with SmartPLS 3. Findings reveal that the Reflector style is most prevalent (62%), followed by Theorist (57%) and Pragmatist (26%). The Pragmatist style significantly improves algebraic thinking at the meta-global and transformational levels. Conversely, Activist and Reflector styles negatively impact the meta-global dimension, while the Theorist style shows no notable effect. The novelty of this study lies in its specific focus on the relationship between learning styles and distinct dimensions of algebraic thinking—an area scarcely addressed in educational research. These insights highlight the importance of adaptive teaching strategies tailored to individual learning styles, particularly in promoting higher-order thinking. This research contributes to the development of more personalised, cognitively effective instruction within the context of Information Technology education.