The aim of this study was to find out how The Implementation of VARK Theory
at SD IT Asshiddiq Bone. The approach of this study was qualitative. Interview
and observation were used as the instruments of eliciting the data. The subjects of
this study were the teacher and the fifth grade students of SD IT Asshiddiq Bone.
The results of the interview of the teacher and the observation of the students
showed that there was indeed the implementation of VARK. Visual is the most
visible in the class, Aural and Read/Write is basically the best benefited with how
the teacher teach, and lastly the kinesthetic with the least student and the least
benefited in the way it is in the class. Overall the implementation of VARK have
been done, but the researcher and the teacher agree that it need to be enrich more.
Respectively. This suggests that the teacher can adjust to the learning style of the
students.
A. Conclusion
Learning styles is the preferential way of a students learn something. In
this research, the researcher use VARK (Visual, Aural, Read/Write, and
Kinestethic). Based on the data analyses, the researcher concludes that there was
indeed VARK among the students, it was stated by seeing the description of
VARK matches the situation of the class. Visual learner with the most students,
prefer to learn with graph, colorful paper, chart, mind maps, nonverbal cues, and
working in groups, but too many movement can distract them, and teaching with
only sound is not enough for them. Aural leaner with the second most students
prefer to learn with listening, not very fond with reading, so taking notes is
basically feel useless for them. Contrast with aural learner is Read/Write learner
that prefer to read the information, there are about the third most students. Finally
Kinesthetic learner with least students prefer to learn by moving their bodies and
seems rather impatient, but usually do well at sport.
Based on the result of interview, the teacher was doing its best to
implement somewhat “VARK”, but not fully because the lack of theory
backing its practical use in the class. Therefore, the researcher can conclude
that the usage of VARK without a proper theory is lacking in the practical
usage, this was realized by the teacher after doing interview with the
researcher .
Consequently, the implementation of VARK in Assiddiq have been
done, but for the need to fully cover the differences of each learning styles.
Much more study and preparation each students learning styles is needed for
the school or for the teacher. It can be suggested that the teacher observe the
students to know more about their learning styles.
B. Suggestion
a. To Students
Students as the subject of the research should be able to analyze their
own VARK so that they can know for themselves their preferential way of
learning, it can boost their motivation in learning.
b. To teachers
Teachers should be able to understand students personality that has
differences each other, especially in VARK. The way the teacher approach in
teaching the students can really improve their involvement in the teaching
process.
c. To other researchers
The result of this research was expected to be used as a consideration for other
researchers to conduct further research about the implementation of VARK in the
class. In the next research, other researchers can try to apply the motivation aspect
of it, the researcher can try to test whether it aligned with the result of the class,
and interview the students whether they enjoy the process of learning more if the
teacher used VARK.

STAR20220226

226/2022

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