Profil Gaya Belajar Siswa Kelas VII SMP Katolik St. Theresia Kupang Tahun Pelajaran 2024/2025 dan Implikasinya bagi Layanan Informasi Belajar

TONBESI, Veronika Alexandra (2025) Profil Gaya Belajar Siswa Kelas VII SMP Katolik St. Theresia Kupang Tahun Pelajaran 2024/2025 dan Implikasinya bagi Layanan Informasi Belajar. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

Learning Style Profile of Grade VII Students at SMP Katolik St. Theresia Kupang in the Academic Year 2024/2025 and Its Implications for Learning Information Services. This study aims to determine (1) the learning style profile of Grade VII students at SMP Katolik St. Theresia Kupang in the 2024/2025 academic year, and (2) the implications of these learning styles for learning information services. This research employs a quantitative approach with learning style as the research variable. The population consists of students from classes VII A to VII F, totaling 165 students. A sample of 42 students was selected using proportionate random sampling. Data were collected through a Non-Cognitive Diagnostic Assessment Questionnaire (Students’ Learning Styles) and analyzed using the SI-BK SMP application version 2.1. The results reveal that the majority of students have a visual learning style (57%), followed by kinesthetic (26%) and auditory (17%). Visual learners tend to understand material through images and visual displays; auditory learners through listening, such as discussions and verbal explanations; and kinesthetic learners through physical activity and direct experience. These findings align with the VARK learning style theory and previous research. The implications suggest the importance of adjusting information service strategies in guidance and counseling. School counselors should tailor service materials based on students’ dominant learning styles to ensure effective delivery. For example, using infographics and videos for visual learners, discussions and audio materials for auditory learners, and simulations or hands-on activities for kinesthetic learners. As a result, learning information services can become more relevant, engaging, and xii positively impact students’ motivation and academic achievement. Based on the findings, it is recommended that (1) school principals strengthen collaboration with subject teachers and homeroom teachers, especially school counselors, in delivering learning information services so that students can understand their learning styles; (2) school counselors work closely with subject teachers to design learning information service programs that consider students’ learning styles; and (3) students take advantage of learning information services to identify and develop their most effective learning styles.

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