PENGARUH GAYA BELAJAR VISUAL, AUDITORI, KINESTETIK (VAK) DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN LAYANAN BISNIS DI SMK NEGERI MOJOAGUNG

THE INFLUENCE OF VISUAL, AUDITORY, AND KINESNHETUC LEARNING STYLES (VAK) AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES IN BUSINESS SERVICES AT MOJOAGUNG STATE VOCATIONAL HIGH SCHOOL

Penelitian ini bertujuan untuk menganalisis pengaruh gaya belajar Visual, Auditori, dan Kinestetik (VAK) serta motivasi belajar terhadap hasil belajar siswa pada mata pelajaran Layanan Bisnis di SMK Negeri Mojoagung. Penelitian dilatarbelakangi oleh adanya perbedaan hasil belajar siswa, di mana sebagian siswa memperoleh nilai yang baik, sedangkan sebagian lainnya masih mengalami kesulitan dalam memahami materi. Kondisi tersebut diduga berkaitan dengan metode pembelajaran yang masih didominasi ceramah, belum optimalnya penggunaan media pembelajaran, serta belum sepenuhnya terakomodasinya karakteristik gaya belajar siswa. Selain itu, rendahnya keaktifan siswa dalam pembelajaran menunjukkan bahwa motivasi belajar siswa masih perlu ditingkatkan. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian eksplanatori dan desain ex post facto. Populasi penelitian adalah siswa kelas X MPLB di SMK Negeri Mojoagung dengan jumlah sampel sebanyak 104 siswa. Data dikumpulkan melalui angket untuk mengukur gaya belajar VAK dan motivasi belajar, serta dokumentasi nilai penilaian akhir semester untuk mengukur hasil belajar siswa. Analisis data dilakukan menggunakan uji validitas, reliabilitas, uji asumsi klasik, dan regresi linear berganda. Hasil penelitian menunjukkan bahwa gaya belajar VAK berpengaruh positif dan signifikan terhadap hasil belajar siswa. Motivasi belajar juga berpengaruh positif dan signifikan terhadap hasil belajar siswa. Secara simultan, gaya belajar VAK dan motivasi belajar berpengaruh positif dan signifikan terhadap hasil belajar siswa pada mata pelajaran Layanan Bisnis. Nilai koefisien determinasi sebesar 0,493 menunjukkan bahwa gaya belajar VAK dan motivasi belajar mampu menjelaskan hasil belajar siswa sebesar 49,3%, sedangkan 50,7% dipengaruhi oleh faktor lain di luar penelitian. Penelitian ini mendukung Teori Belajar Kognitif yang menekankan pentingnya faktor internal siswa dalam proses pembelajaran. Oleh karena itu, guru perlu mengakomodasi gaya belajar siswa dan meningkatkan motivasi belajar untuk mendukung peningkatan hasil belajar.

This study aims to analyze the influence of Visual, Auditory, and Kinesthetic (VAK) learning styles and learning motivation on students’ learning outcomes in the Business Services subject at SMK Negeri Mojoagung. The study was motivated by differences in students’ learning outcomes, where some students achieved good results while others experienced difficulties in understanding the learning materials. This condition was assumed to be related to teaching methods that were still dominated by lectures, the limited use of learning media, and the lack of accommodation for students’ diverse learning style characteristics. In addition, students’ low level of participation in learning indicated that their learning motivation still needed to be improved. This study employed a quantitative approach with an explanatory research type and an ex post facto design. The population consisted of Grade X MPLB students at SMK Negeri Mojoagung, with a sample of 104 students. Data were collected through questionnaires to measure VAK learning styles and learning motivation, as well as documentation of end-of-semester assessment scores to measure students’ learning outcomes. Data analysis was conducted using validity and reliability tests, classical assumption tests, and multiple linear regression analysis. The results showed that VAK learning styles had a positive and significant influence on students’ learning outcomes. Learning motivation also had a positive and significant influence on students’ learning outcomes. Simultaneously, VAK learning styles and learning motivation had a positive and significant influence on students’ learning outcomes in the Business Services subject. The coefficient of determination of 0.493 indicated that VAK learning styles and learning motivation explained 49.3% of the variation in students’ learning outcomes, while the remaining 50.7% was influenced by other factors outside the scope of this study. This study supports Cognitive Learning Theory, which emphasizes the importance of students’ internal factors in the learning process. Therefore, teachers need to accommodate students’ learning styles and enhance their learning motivation to support improvements in students’ learning outcomes.