Kepuasan Pembelajaran Secara Online: Apakah Gaya Belajar Mempunyai Pengaruh?
Abstract
Penelitian ini bertujuan menguji pengaruh gaya belajar tergantung dan gaya belajar bebas mahasiswa terhadap kepuasan pembelajaran secara online. Penelitian secara kuantitatif ini melibatkan 69 mahasiswa yang melaksanakan pembelajaran secara online. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah kuesioner dalam bentuk skala. Ada tiga jenis skala yang digunakan dalam proses pengumpulan data, yaitu skala kepuasan pembelajaran secara online, gaya belajar tergantung dan gaya belajar bebas. Tehnik analisis data dengan menggunakan tehnik analisis regresi. Hasil penelitian menunjukkan bahwa, gaya belajar bebas berpengaruh secara positif terhadap kepuasan pembelajaran secara online sebesar 0.446, p=0.000. Sementara gaya belajar tergantung berpengaruh secara negatif terhadap kepuasan pembelajarn secara online sebesar -0.647, p=0.000. Koefesien determinasi kepuasan pembelajaran secara online sebesar (R²) = 0.496, yang bermakna bahwa 49 persen kepuasan pembelajaran secara online dapat dijelaskan atau diprediksi melalui variabel gaya belajar, baik gaya belajar bebas maupun gaya belajar tergantung.
This study aims to examine the effect of field-dependent learning styles and field independent learning styles of students on online learning satisfaction. This quantitative research involved 69 students who conducted online learning. Data collection techniques used in this study were questionnaires in the form of scales. There are three types of scales used in the data collection process, namely online learning satisfaction scales, field-dependent learning styles, and field independent learning styles. Data analysis techniques using regression analysis techniques. The results showed that the field independent learning style had a positive effect on online learning satisfaction by 0.446, p = 0.000. While field-dependent learning style negatively affected online learning satisfaction of -0,647, p = 0,000. The coefficient of determination of online learning satisfaction is (R²) = 0.496, which means that 49 percent of online learning satisfaction can be explained or predicted through learning style variables, both field independent learning styles, and field-dependent learning styles.
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DOI: http://dx.doi.org/10.21043/quality.v8i1.7508
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