The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes

Kasman Arifin; Muhammad Sirih; Asmawati Munir; Jahidin; Murni Sabilu

doi:10.29333/ejmste/15802

Full Text (PDF)

Kasman Arifin ¹ ^* , Muhammad Sirih ¹ , Asmawati Munir ¹ , Jahidin ¹ , Murni Sabilu ¹

More Detail

¹ Universitas Halu Oleo, INDONESIA^* Corresponding Author

Abstract

This study examines the influence of multimodal learning strategies on total learning achievement and literacy-numeracy in prospective biology teacher students. Using the quasi-experimental matching-only pretest-posttest control group design, we tested sixth-semester students enrolled in the biology education program for the odd semester of 2022/2023. One group (class A) received multimodal learning strategies, while the other group (class B) received conventional methods through random sampling. The results indicate that multimodal strategies significantly improve total learning outcomes and literacy-numeracy, regardless of students' VAK learning styles. In particular, learning styles do not significantly affect learning outcomes, demonstrating the effectiveness of multimodal strategies in hydrobiology courses.

Keywords

multimodal
learning outcomes
numeracy literacy
learning styles

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 1, January 2025, Article No: em2563

https://doi.org/10.29333/ejmste/15802

Publication date: 02 Jan 2025

Article Views: 68

Article Downloads: 35

Open Access References How to cite this article

References

Adisaputra. (2012a). Asesmen awal dalam mendesain pembelajaran diferensiasi sesuai prinsip pembelajaran pada kurikulum merdeka dan berbagai aplikasi online untuk asesmen awal [Initial assessment in designing differentiated learning in accordance with the principles of learning in the Merdeka curriculum and various online applications for initial assessment.]. Oase pembelajaran.
Adisaputra. (2012b). Pembelajaran diferensiasi, pembelajaran melayani keunikan siswa [Differentiated learning, teaching that caters to students' uniqueness.]. Oase pembelajaran.
Allcock, S. J., & Hulme, J. A. (2010). Learning styles in the classroom: Educational benefit or planning exercise? Psychology Teaching Review, 16(2), 67-79. https://doi.org/10.53841/bpsptr.2010.16.2.67
Arends, R. I. (2007). Learning to teach. Belajar untuk mengajar 2. (7^th ed.). Pustaka Pelajar.
Arifin, K., Munir, A., & Endriwin, L. (2024). Analisis rencana pelaksanaan problem based learning guru biologi pada SMA di Kota Kendari. Jurnal Alumni Pendidikan Biologi, 9(1), 67-71. https://doi.org/10.36709/ampibi.v9i1.92
Arikunto, S. (2018). Dasar-dasar evaluasi pembelajaran [Fundamentals of learning evaluation] (3^rd ed.). Bumi Aksara.
Aslaksen, K., & Lorås, H. (2018). The modality-specific learning style hypothesis: A mini-review. Frontiers in Psychology, 9(1538), 1-5. https://doi.org/10.3389/fpsyg.2018.01538
Aslaksen, K., Haga, M., Sigmundsson, H., & Lorås, H. (2020). Evidence for a common multi-modal learning style in young adults? A psychometric investigation of two modality-specific learning style inventories. Frontiers in Education, 5(40), 1-10. https://doi.org/10.3389/feduc.2020.00040
Clements, J. (2022). Update the dots before connecting them: Learning styles in the 21^st century. The Learning Assistance Review, 27(1), 191-217. National College Learning Center Association.
Cuevas, J. (2016). An analysis of current evidence supporting two alternate learning models: Learning styles and dual coding. Journal of Educational Sciences & Psychology, 6(1), 1-13.
Cuevas, J., & Dawson, B. L. (2018). A test of two alternative cognitive processing models: Learning styles and dual coding. Theory and Research in Education, 16(1), 40-64. https://doi.org/10.1177/1477878517731450
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 1-8. https://doi.org/10.3389/fpsyg.2012.00429
Deporter, B., Reardon, M., & Nourie, S. S. (2010). Quantum teaching. Memperaktikan quantum learning di ruang-ruang kela [Quantum teaching: Practicing quantum learning in classrooms]. Kaifa.
Endres, T., Leber, J., Bottger, C., Rovers, S., & Renkl, A. (2021). Improving lifelong learning by fostering students' learning strategies at university. Psychology Learning and Teaching, 20(1), 144-160. https://doi.org/10.1177/1475725720952025
Farkas, G. J., Mazurek, E., & Marone, J. R. (2015). Learning style versus time spent studying and career choice: Which is associated with success in a combined undergraduate anatomy and physiology course? Anatomical Sciences Education, 9(2), 121-131. https://doi.org/10.1002/ase.1563
Fraenkel, J. R., Wallen, N. E., & Hyun, H. E. (2018). How to design and evaluate research in education (8^th ed.). Mc Graw-Hill Companies.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1),64-74. https://doi.org/10.1119/1.18809
Han, W., Susanto, D., Dewayani, S., Pandora, P., Hanifah, N., Miftahussururi, Nento, M. N., Akbari, Q. S., & Kemendikbud. (2017). Materi pendukung literasi numerasi [Supporting materials for numeracy literacy]. Sekretariat TIM GLN Kemendikbud.
Hattie, J., & Clarke, S. (2018). Visible learning: Feedback. Routledge. https://doi.org/10.4324/9780429485480
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8^th ed.). Penerbit Pustaka Pelajar.
Kemendikbud-ristek RI. (2022a). Permendikbud-ristek nomor 16 tahun 2022 tentang standar proses pada PAUD, jenjang pendidikan dasar, dan jenjang pendidikan menengah [Permendikbud-ristek number 16 of 2022 on process standards for early childhood education (PAUD), basic education, and secondary education]. Kemendikbud-ristek RI.
Kemendikbud-ristek RI. (2022b). Pembelajaran dan asesmen. Pendidikan anak usia dini, pendidikan dasar, dan menengah [Learning and assessment in early childhood education, primary education, and secondary education]. Kemendikbud-ristek RI.
Kemendikbud-ristek RI. (2022c). Dokumen rekomendasi kebijakan hasil asesmen nasional 2021 [Document of policy recommendations based on the 2021 national assessment results]. Kemendikbud-ristek RI.
Kubik, V., Gaschler, R., Hausman, H. (2021). Enhancing student learning in research and educational practice: The power of retrieval practice and feedback. Psychology Learning & Teaching, 20(1), 1-20. https://doi.org/10.1177/1475725720976462
Kumar, R., Mangal, A., Singh, S., Foster, K., Smith, S., Nicholson, N., & Ames, A. (2005). Tes Gaya Belajar Kuis1 [Learning style test quiz 1].
Lawrence, B. C., Ntelioglou, B. Y., & Milford, T. (2020). It is complicated: Learning and teaching is not about “Learning styles”. Frontiers, 8, Article 110. https://doi.org/10.3389/frym.2020.00110
Liew, S. -C., Sidhu, J., & Barua, A. (2015). The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students. BMC Medical Education, 15(44), 1-7. https://doi.org/10.1186/s12909-015-0327-0
Martinez, E. G., & Tuesca, R. (2019). Learning styles and gross anatomy assessment outcomes at a Colombian School of Medicine. Educación Médica, 20(2), 79-83. https://doi.org/10.1016/j.edumed.2017.12.012
Morse, D. T. (2014). Learning styles: Psychology shouldn’t condone mythology. SOJ Psychology, 1(2), 2-4. https://doi.org/10.15226/2374-6874/1/1/00106
Najjar, L. J. (1995). A review of the fundamental effects of multimedia information presentation on learning. School of psychology and graphic, visualization, and usability laboratory. Georgia Institute of Technology.
Newton, P. M. (2015). The learning styles myth is thriving in higher education. Frontiers in Psychology, 6, 1-5. https://doi.org/10.3389/fpsyg.2015.01908
Nguyen, N. N., Mosier, W., Hines, J., & Garnett, W. (2022). Learning styles are out of style: Shifting to multimodal learning experiences. Kappa Delta Pi Record, 58(2), 70-75. https://doi.org/10.1080/00228958.2022.2039520
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(20), 199-218. https://doi.org/10.1080/03075070600572090
NSW Department of Education (2016). How schools can improve literacy and numeracy performance and why it (still) matters. NSW Government Education: Centre for Education Statistics & Evaluation.
OECD. (2019). PISA 2018 results: What students know and can do. OECD, 1. https://doi.org/10.1787/5f07c754-en
Oliveira, A., Spinola, V., Garrido, D., Teixeira, M. M., Salles, C., & Haddad, A. E. (2023). Influence of learning styles on student performance in self-instructional courses. PLoS ONE, 18(7), Article e0289036. https://doi.org/10.1371/journal.pone.0289036
Papanagnou, D., Serrano, A., Barkley, K., Chandra, S., Governatori, N., Piela, N., Wanner, G. K., & Shin, R. (2016). Does tailoring instructional style to a medical student’s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study. BMC Medical Education, 16(205), 1-8. https://doi.org/10.1186/s12909-016-0720-3
Pashler, H., Mcdaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, Supplement, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.0103
Pesovski, I., & Klashninovski, A. (2022). The effect of frequent testing on student performance. 75th Anniversary of the Institute of Pedagogy - Educational Challenges and Future Prospects.
Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32-35. https://doi.org/10.1080/00091383.2010.503139
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64-78. https://doi.org/10.1037/a0037478
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 11, Article 164. https://doi.org/10.1037/a0037478
Rohrer, D., & Pashler, H. (2012). Learning styles: Where’s the evidence? Medical Education,46(7), 634-635. https://doi.org/10.1111/j.1365-2923.2012.04273.x
Rose, C., & Nicholl, M. J. (2009). Accelerated Learning for the 21^st century: The six-step plan to unlock your master-mind. Dell.
Samburskiy, D. (2020). The effect of a dual coding technique on idiom interpretation in ESL/EFL learners. International Journal of Instruction, 13(3), 187-206. https://doi.org/10.29333/iji.2020.13313a
Scott, C. (2010). The enduring appeal of “learning styles.” Australian Journal of Education, 54(1), 5-17. https://doi.org/10.1177/000494411005400102
Shaidullina, A. R., Orekhovskaya, N. A., Panov, E. G., Svintsova, M. N., Petyukova, O. N., Zhuykova, N. S., & Grigoryeva, E. V. (2023). Learning styles in science education at university level: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), Article em2293. https://doi.org/10.29333/ejmste/13304
Shihusa, H., & Keraro, F. N. (2009). Using advance organizers to enhance students’ motivation in learning biology. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 413-420. https://doi.org/10.12973/ejmste/75290
Shomos, A. (2010). Links between literacy and numeracy skills and labour market outcomes [Productivity commission staff working paper]. Productivity Commission, Melbourne.
State of Victoria (2018). Literacy and numeracy strategy phase 2: Achieving excellence and equity in literacy and numeracy. Department of Education and Training, Melbourne.
Sudjana. (2017). Penilaian hasil proses belajar mengajar [Evaluation of teaching and learning outcomes]. Alfabeta.
Tomlinson, C. A. (1999). How to differentiated classrooms responding to the needs of all leaners. Association for Supervision and Curriculum Development, USA.
Vollmeyer, R., & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15(6), 589-602. https://doi.org/10.1016/j.learninstruc.2005.08.001
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. https://doi:org/10.1177/0098628315589505
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 1–14. https://doi.org/10.3389/fpsyg.2019.03087
Woolfolk, A. (2008). Educational Psychology. (10^th ed.). Pustaka Pelajar.

How to cite this article

APA

Arifin, K., Sirih, M., Munir, A., Jahidin, & Sabilu, M. (2025). The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2563. https://doi.org/10.29333/ejmste/15802

Vancouver

Arifin K, Sirih M, Munir A, Jahidin, Sabilu M. The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes. EURASIA J Math Sci Tech Ed. 2025;21(1):em2563. https://doi.org/10.29333/ejmste/15802

AMA

Arifin K, Sirih M, Munir A, Jahidin, Sabilu M. The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes. EURASIA J Math Sci Tech Ed. 2025;21(1), em2563. https://doi.org/10.29333/ejmste/15802

Chicago

Arifin, Kasman, Muhammad Sirih, Asmawati Munir, Jahidin, and Murni Sabilu. "The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 1 (2025): em2563. https://doi.org/10.29333/ejmste/15802

Harvard

Arifin, K., Sirih, M., Munir, A., Jahidin, and Sabilu, M. (2025). The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2563. https://doi.org/10.29333/ejmste/15802

MLA

Arifin, Kasman et al. "The influence of multimodal learning strategies on prospective biology teachers' literacy-numeracy learning outcomes". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 1, 2025, em2563. https://doi.org/10.29333/ejmste/15802