Finola Marta Putri, Dadang Juandi, Sohibun Sohibun
The ability to understand concepts is the basis for mastering other mathematical abilities. The purpose of this study is to analyze the ability of prospective teachers to understand mathematical concepts in terms of learning styles (auditory, kinesthetic, and visual) in statistical material and to analyze the association of student learning styles with students' mathematical understanding abilities. This research is descriptive and quantitative. The researcher researched 88 second-semester UTN Syarif Hidayatullah Jakarta students who attended School Mathematics Lectures I for the 2022/2023 academic year. A learning style questionnaire determined prospective mathematics teacher's learning styles. There are 15, and an instrument to test the mathematical understanding ability of prospective mathematics teachers is a description of students with four aspects: conceptual understanding, mechanical understanding, instrumental understanding, and relational understanding. Data analysis techniques used prerequisite tests for normality, Kruskal-Wallis, dan Korelasi Spearman. There is no significant difference in learning outcomes based on learning styles (visual, auditory, and kinesthetic) on the mathematical understanding abilities of prospective mathematics teacher. There is also no significant association between learning styles (visual, auditory, and kinesthetic) and the ability to understand mathematics by prospective mathematics teachers. Overall, the average mathematical understanding ability of students with auditory learning styles is higher than visual and kinesthetic learning styles, followed by kinesthetic learning styles with a difference of 1.1 with visual learning styles. © 2024 American Institute of Physics Inc.. All rights reserved.
Mathematics Education Study Program, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Jl. Ir. H. Juanda No. 95, South Tangerang, 15412, Indonesia; Mathematics Education Study Program, Faculty of Mathematics Education and Natural Science, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung, 40154, Indonesia; Physics Education Study Program, Faculty of Teacher Training and Education, University of Pasir Pengaraian, Jl. Tuanku Tambusai Rambah Hilir, Rokan Hulu, Indonesia
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