Pengaruh Gaya Belajar Siswa terhadap Karakter Mandiri pada Kelas II Sekolah Dasar

Penelitian ini bertujuan untuk menguji secara empiris pengaruh gaya belajar (visual, auditori, dan kinestetik) terhadap pembentukan karakter mandiri siswa kelas II Sekolah Dasar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode explanatory survey. Populasi penelitian adalah seluruh 62 siswa kelas II di SD Muhammadiyah 1 Bangkalan, yang diambil sebagai sampel secara jenuh (total sampling). Data dikumpulkan menggunakan dua jenis kuesioner. Kuesioner gaya belajar (15 butir) mengukur preferensi visual, auditori, dan kinestetik, sedangkan kuesioner karakter mandiri (10 butir) mengukur aspek inisiatif, disiplin, tanggung jawab, percaya diri, dan kemampuan mengatasi kesulitan. Data dianalisis dengan statistik deskriptif dan inferensial. Uji prasyarat meliputi uji normalitas Kolmogorov-Smirnov dan uji linearitas Lack of Fit. Hipotesis diuji menggunakan analisis regresi linear sederhana untuk masing- masing gaya belajar. Hasil penelitian menunjukkan bahwa ketiga gaya belajar berpengaruh signifikan terhadap karakter mandiri. Gaya belajar kinestetik memiliki pengaruh paling dominan dengan kontribusi 47,2% (R² = 0,472; p = 0,000), diikuti oleh auditori (26,8%) dan visual (13,8%). Temuan ini mengkonfirmasi teori bahwa pembelajaran aktif yang sesuai dengan modalitas belajar siswa, khususnya kinestetik, menciptakan rasa kompetensi dan otonomi yang mendorong kemandirian. Gaya belajar secara signifikan memengaruhi pembentukan karakter mandiri siswa kelas II SD, dengan gaya belajar kinestetik sebagai prediktor terkuat. Implikasi penelitian menekankan pentingnya penerapan pembelajaran berdiferensiasi yang mengakomodasi keragaman gaya belajar, terutama pendekatan kinestetik, untuk mengoptimalkan pembentukan karakter mandiri sejak dini.

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This study aims to empirically examine the effect of learning styles (visual, auditory, and kinesthetic) on the formation of independent character in 2nd grade elementary school students. This study uses a quantitative approach with an explanatory survey method. The study population consisted of all 62 2nd grade students at SD Muhammadiyah 1 Bangkalan, who were selected as a saturated sample (total sampling). Data were collected using two types of questionnaires. The learning style questionnaire (15 items) measured visual, auditory, and kinesthetic preferences, while the independent character questionnaire (10 items) measured the aspects of initiative, discipline, responsibility, self- confidence, and ability to overcome difficulties. The data were analyzed using descriptive and inferential statistics. The prerequisite tests included the Kolmogorov-Smirnov normality test and the Lack of Fit linearity test. The hypotheses were tested using simple linear regression analysis for each learning style. The results showed that all three learning styles had a significant effect on independent character. The kinesthetic learning style had the most dominant effect with a contribution of 47.2% (R² = 0.472; p = 0.000), followed by auditory (26.8%) and visual (13.8%). These findings confirm the theory that active learning that is in line with students’ learning modalities, especially kinesthetic, creates a sense of competence and autonomy that encourages independence. Learning styles significantly influence the formation of independent character in 2nd grade elementary school students, with kinesthetic learning style being the strongest predictor. The implications of this study emphasize the importance of implementing differentiated learning that accommodates diverse learning styles, especially the kinesthetic approach, to optimize the formation of independent character from an early age.