Teacher Strategies for Aligning Learning Media with Grade 4 Students' Learning Styles
DOI:
https://doi.org/10.56916/jirpe.v4i4.2241Keywords:
learning styles, instructional media, teacher strategies, multimodal learning, elementary educationAbstract
Effective alignment between instructional media and student learning styles represents a critical challenge in elementary education, yet limited empirical evidence exists regarding systematic teacher strategies for implementing such alignment in classroom practice. This descriptive qualitative study investigated teacher strategies for aligning instructional media with Grade 4 student learning styles at SD Inpres 1 Tondo, Palu, Indonesia. Data were collected from 24 students and one classroom teacher through VARK-based questionnaires, semi-structured interviews, systematic classroom observations, and document analysis. Learning style distributions were analyzed descriptively, while teacher strategies and implementation effectiveness were examined using thematic analysis following Miles and Huberman's framework. Visual learners comprised 58.3% of students, followed by combined visual-auditory preferences (16.7%), auditory learners (12.5%), multimodal learners (8.3%), and kinesthetic learners (4.2%). Three primary teacher strategies emerged: comprehensive diagnostic assessment of learning styles, systematic integration of multimodal media (projectors, textbooks, environmental resources), and adaptive content delivery based on subject matter and student responses. Classroom observations revealed that multimodal approaches achieved 91% student engagement compared to 82% for single-modality instruction, with kinesthetic learners showing particular improvement during hands-on activities. The findings demonstrate that effective media alignment depends on multimodal integration rather than rigid matching of single media types to individual learning preferences. Results support multimedia learning theory while extending understanding of practical implementation strategies in resource-constrained contexts. The study contributes evidence-based approaches for teacher professional development and differentiated instruction practices, emphasizing the importance of systematic diagnostic assessment and flexible pedagogical adaptation.
References
Almarabeh, H., Amer, E. F., & Sulieman, A. (2015). The effectiveness of multimedia learning tools in education. International Journal of Advanced Research in Computer Science and Software Engineering, 5(12), 761-764. https://www.researchgate.net/publication/290429349_The_Effectiveness_of_Multimedia_Learning_Tools_in_Education
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of personnel evaluation in education), 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). John Wiley & Sons. https://doi.org/10.1002/pfi.4930420510
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre. https://www.voced.edu.au/content/ngv%3A13692?ref=brainscape-academy
Coffey, R. D. (2020). Learning Styles of Undergraduate Construction Management Students and Their Impact on Best Practices for Online Education (Master's thesis, Clemson University).
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Curry, L. (1990). A critique of the research on learning styles. Educational Leadership, 48(2), 50-56. https://eric.ed.gov/?id=EJ416434
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://eric.ed.gov/?id=ED606743
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Dewi, W. A. P., Nuriyah, A., & Ulhaq, A. A. (2025). Strategi pemilihan media pembelajaran yang efektif untuk meningkatkan motivasi belajar siswa sekolah dasar. Zaheen: Jurnal Pendidikan, Agama dan Budaya, 1(2), 96-107. http://jurnalinspirasimodern.com/index.php/Zaheen/article/view/106
Dewi, Z. K. (2023). Pemilihan media pembelajaran dan implementasinya dalam proses belajar mengajar. Jurnal Pendidikan Yayasan Pendidikan Agama Islam Rengat, 2(1). https://ypair.net/ojsypair/index.php/JP_YPAIR/article/view/15
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 170-198). Macmillan. https://cir.nii.ac.jp/crid/1573950399758701312
Fleming, N. D., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137-155. https://doi.org/10.1002/j.2334-4822.1992.tb00213.x
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press. https://eric.ed.gov/?id=ED354588
Hall, T., Meyer, A., & Rose, D. H. (2015). Universal design for learning in the classroom: Practical applications. Guilford Press. https://cir.nii.ac.jp/crid/1970867909808521261
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press. https://eric.ed.gov/?id=ED530692
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9780203887332/visible-learning-john-hattie
Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19. https://doi.org/10.1111/j.1540-4609.2007.00125.x
Hennessy, S., Ruthven, K., & Brindley, S. (2010). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192. https://doi.org/10.1080/0022027032000276961
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press. https://sk.sagepub.com/book/mono/formative-assessment-2e/toc
Ljubic, S., Zekic-Susac, M., & Has, A. (2020). Effects of multimedia instructional message on motivation and academic performance of elementary school students in Bosnia and Herzegovina. International Journal of Educational Technology in Higher Education, 17(1), 1-18. https://doi.org/10.29333/iji.2020.13431a
Marzano, R. J. (2003). What works in schools: Translating research into action. Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED474629
Mayer, R. E. (2014). Cognitive theory of multimedia learning. Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education. https://repository.alt.ac.uk/629/
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass. http://lcjournal.nida.ac.th/main/public/jn_pdf/journal-red-orange.pdf
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Mukarromah, A., & Andriana, M. (2022). Peranan guru dalam mengembangkan media pembelajaran. Journal of Science and Education Research, 1(1), 43-50. https://doi.org/10.62759/jser.v1i1.7
Murphy, R., Snow, E., Mislevy, J., Gallagher, L., Krumm, A., & Wei, X. (2014). Blended learning report. Michael & Susan Dell Foundation. https://ies.ed.gov/ncee/WWC/Study/81537
Newton, P. M. (2015). The learning styles myth is thriving in higher education. Frontiers in Psychology, 6, Article 1908. https://doi.org/10.3389/fpsyg.2015.01908
OECD. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing.
Oliver, M. (2005). The problem with affordance. E-Learning and Digital Media, 2(4), 402-413. https://doi.org/10.2304/elea.2005.2.4.402
Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2017). Continued progress: Promising evidence on personalized learning. RAND Corporation. https://eric.ed.gov/?id=ED571009
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Prastya, A. (2016). Strategi pemilihan media pembelajaran bagi seorang guru. Universitas Terbuka. https://repository.ut.ac.id/6518
Rayner, S., & Riding, R. (1997). Towards a categorisation of cognitive styles and learning styles. Educational Psychology, 17(1-2), 5-27. https://doi.org/10.1080/0144341970170101
Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31-47. https://doi.org/10.3200/PSFL.52.2.31-47
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students' engagement. International Journal of Educational Technology in Higher Education, 18(1), 53. https://doi.org/10.1186/s41239-021-00289-4
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2020). Motivation in education: Theory, research, and applications (5th ed.). Pearson. https://cir.nii.ac.jp/crid/1970304959924180104
Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1-19. https://doi.org/10.1111/jcal.12172
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947. https://eric.ed.gov/?id=EJ854351
Sururuddin, M., Husni, M., Jauhari, S., Aziz, A., & Ilhami, B. S. (2021). Strategi pendidik dengan media pembelajaran berbasis multimedia untuk menghadapi era society 5.0. Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar, 7(1), 143-148. https://doi.org/10.29408/didika.v7i1.3848
Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED429944
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED469218
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2012). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
World Bank. (2018). Learning to realize education's promise: World development report 2018. World Bank Publications.
Zhang, L., Basham, J. D., & Yang, S. (2020). Understanding the implementation of personalized learning: A research synthesis. Educational Research Review, 31, Article 100339. https://doi.org/10.1016/j.edurev.2020.100339
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Eka Cahyani, Yusdin B.M. Gagaramusu, Surahman Wilade, Zulnuraini Zulnuraini, Ammar Abdullah Joni Guci
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
