| dc.description.abstract | One of the factors that influence the effectiveness of mathematics teaching
is the design of mathematics course based on student's learning style. Based on
their sensory preferences, students tend to have one or more of the three learning
styles: visual, auditory, and kinesthetic. A traditional way to study and group
students’ learning style is by asking students to fill in a questionnaire which may
contain more than 100 questions. However, such an approach often leads to
students’ boredom. To address this problem, we offer a new approach to group
learning style by using opinion mining. Based on its motivation, the main
objective of this research is to construct a mathematics teaching using Hybrid
Kansei Engineering Approach. In particular, this research is focused on achieving
the following objectives (1) To identify and group student’s learning style, (2) To
verify and validate a mathematics teaching design.
In this study, we consider 162 student opinions on mathematics teaching
from three inclusive junior high schools in Bogor by spreading a one-page
questionnaire. To study the opinions that can later be used to group the learning
style and construct a mathematics teaching design, we have integrated three
methods, namely Term Frequency-Inverse Document Frequency (TF-IDF),
Semantic Differential (SD), and Principal Component Analysis (PCA). First, TFIDF
is used to determine how important the words or opinions is to the collection.
Then, SD Scales are used to evaluate student preferences. To extract the opinions
as well as to cluster the learning styles, we use PCA approach, and Quantification
Theory Type 1 (QT1) used to synthesize the relationship between teaching design
and student preferences.
The result of this study shows that 34% or 55 students had a visual learning
style. Meanwhile, 12% or 20 students had an auditory style, and 54% or 87
students had a kinesthetic style. The results of this research indicate that the
proposed approach can effectively group the student's learning style in
mathematics teaching. Furthermore, it can potentially be recommended for
teachers to design an effective mathematics teaching course. From these models,
design support information was generated to assist teachers in developing the
effective mathematics teaching. The result presented that all design specification
of mathematics teaching was specific for each learning style and most of the rules
were productive as the new design rules. | id |
