LEARNING STYLE (BRAIN DOMINANCE) ON STEM STUDENT ACHIEVEMENT

Abstract

This research was a quantitative research design in this study, the researcher limited discussion by stating the following research problem:  "Is there any relationship between learning style on STEM students Achievement?". "Does the learning style affect their achievement?". This study aimed to find out the most dominance used by students in learning STEM and to find out whether or not an effect between right-brain and left-brain on STEM learning. The result of this study can help teachers' methods in teaching-learning. The subject of this study was the STEM students of university level.  The sample of this research was 45 students. The data were collected using interview STEM education, questionnaire 5-Likert scale, and test. The data were analyzed using an independent t-test through SPSS 22.0 version. The result of this research showed that the finding effect between right-brain and left-brain dominance on learning achievement is positive result means that there is a difference between right-brain and left-brain dominance on their achievement. The level sig. (2 tailed) was greater than the level of significance (.00 < 0.05), then H0 was rejected H1 was accepted. It can be said that all students of the STEM Education Department use left-brain dominance in the learning process. Meaning that the students who use right-brain dominance have good scores and students who lowest score also use right-brain dominance but it is not suitable for them. These findings imply that students who learn analytical with left-brain dominance will be good in achievement than those who learn with the other brain dominance. The researcher suggested applying the brain dominance provided to overcome their difficulties. However, this research was expected to be developed by future researchers who had the same interest.