STUDI KOMPARATIF PREFERENSI GAYA BELAJAR MAHASISWA TEKNIK INFORMATIKA PADA KELAS TRADISIONAL DAN VIRTUAL

Abstract

This study compares the learning modality preferences of Informatics students in traditional and virtual classrooms using the Visual, Auditory, Read/Write, and Kinesthetic (VARK) framework. The reported research design was a quantitative paired comparison involving 80 purposively selected students at Universitas Pamulang who had experienced both learning environments. The instrument comprised 16 items adapted to Informatics learning activities. This manuscript presents descriptive results from the available aggregate tables and examines their internal consistency. Traditional classrooms were dominated by Kinesthetic (37.5%) and Auditory (35.0%) preferences, whereas virtual classrooms were dominated by Visual (42.5%) and Read/Write (32.5%) preferences. These percentages describe marginal distributions and do not identify individual transitions between preference categories. The reported reliability coefficient and paired statistics contain inconsistencies that cannot be resolved without item-level responses, scoring rules, and original analysis output. Consequently, statistical significance and validated effect sizes cannot yet be established. The descriptive pattern may inform the provision of diagrams, written documentation, discussion, and programming practice, but it does not demonstrate that matching instruction to VARK categories improves learning outcomes. Further verification is required before inferential conclusions can be finalized.