Application of the Auditory Kinesthetic Visualization (VAK) model towards the ability to mathematical conceptual understanding

Authors

  • Putri Amalia Harahap Universitas Islam Negeri Imam Bonjol Padang
  • Rivdya Eliza Universitas Islam Negeri Imam Bonjol Padang
  • Fitria Mardika Universitas Islam Negeri Imam Bonjol Padang
  • Abderrahim El Amrani National Institute of Statistics and Applied Economics
  • Elsi Fitria Riau University

DOI:

https://doi.org/10.33474/jpm.v12i1.25062

Keywords:

VAK Model, Mathematical Concept Understanding, Mathematics learning, Social Arithmetic

Abstract

This research is motivated by the low level of comprehension of mathematical concepts among seventh-grade students at State Junior High School (SMPN) 1 2×11 Enam Lingkung. One cause is that the learning model used has not improved students' conceptual understanding. The effort was to apply the Visual-Auditory-Kinesthetic (VAK) learning model. The objectives of this study are: To determine the significant difference in the average mathematical concept comprehension abilities of students between before and after the implementation of the VAK model, To determine the increase in mathematical concept comprehension abilities of students taught with the VAK model compared to students taught using the expository model, To analyze significant differences in mathematical concept comprehension abilities between classes using the VAK model and classes using the expository model. The study showed that the paired-sample t-test for the experimental class yielded a Sig. value of 0.001 < 0.05, so there was a significant increase in mathematical concept understanding between before and after the implementation of the VAK model, The average N-gain score of the experimental class (VAK model) was 0.7145 (High category), higher than the control class (expository model) of 0.5556 (Medium category), which indicates that the VAK model is more effective in improving mathematical concept understanding, The results of the independent t-test t-count > t-table (2.031 > 1.670), which means there is a significant difference in the ability to understand mathematical concepts between students taught with the VAK model compared to the expository model. Thus, the application of the VAK learning model has a positive and significant influence on students' ability to understand mathematical concepts at SMPN 1 2×11 Enam Lingkung.

References

Agustina, N. (2018). Kemampuan pemahaman konsep siswa SMP pada materi persamaan garis lurus dalam pembelajaran berbasis APOS [Junior high school students’ conceptual understanding of straight-line equations through APOS-based learning]. Histogram: Jurnal Pendidikan Matematika, 2(1), 12–20. https://doi.org/10.31100/histogram.v2i1.34
Akbar, R., Sukmawati, U. S., & Katsirin, K. (2023). Analisis data penelitian kuantitatif: Pengujian hipotesis asosiatif korelasi [Quantitative research data analysis: Testing the associative correlation hypothesis]. Jurnal Pelita Nusantara, 1(3), 430–448. https://doi.org/10.59996/jurnalpelitanusantara.v1i3.350
Amin, M. F., Susanto, A., & Mardika, F. (2024). Komparasi kemampuan pemahaman konsep matematis peserta didik kelas VII SMPN 1 2×11 Enam Lingkung yang belajar dengan model reciprocal teaching dan model ekspositori [Comparison of Grade VII students’ mathematical conceptual understanding at SMPN 1 2×11 Enam Lingkung taught through reciprocal teaching and expository models]. Journal Cerdas Mahasiswa, 6(2), 172–182. https://doi.org/10.15548/jcm.v6i2.10976
Deporter, D., Watson, P., Pharoah, M., Levy, D., & Todescan, R. (1999). Five- to six-year results of a prospective clinical trial using the ENDOPORE dental implant and a mandibular overdenture. Clinical Oral Implants Research, 10(2), 95–102. https://doi.org/10.1034/j.1600-0501.1999.100203.x
Eliza, R., & Susilawati, F. (2019). Kemampuan pemahaman konsep matematis dan kemandirian belajar siswa dengan model pembelajaran inkuiri [Students’ mathematical conceptual understanding and learning independence through an inquiry learning model]. Math Educa Journal, 3(2), 144–155. https://doi.org/10.15548/mej.v3i2.671
Fatmi, N., Nadia, E., & Siska, D. (2021). Pengaruh penggunaan modul pembelajaran terhadap hasil belajar kognitif siswa [The effect of using learning modules on students’ cognitive learning outcomes]. Relativitas: Jurnal Riset Inovasi Pembelajaran Fisika, 4(2), 68–80. https://doi.org/10.29103/relativitas.v4i2.5257
Hidayah, N., Miftahuljannah, P., Sarah, N., Fitriana, D., Ashari, T. A., & Riantika, M. (2024). Analisis Pemahaman Konsep Matematika Mahasiswa PGSD pada Mata Kuliah Konsep Dasar Matematika. Catha: Jurnal Penelitian Kreatif dan Inovatif, 1(1), 17–24. Retrieved from https://j-catha.org/index.php/catha/article/view/3
Jannah, M. M., Supriadi, N., & Suri, F. I. (2019). Efektivitas model pembelajaran visualization, auditory, kinesthetic (VAK) terhadap pemahaman konsep matematis berdasarkan klasifikasi self-efficacy [The effectiveness of the visualization, auditory, and kinesthetic learning model in improving mathematical conceptual understanding based on self-efficacy classifications]. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 8(1), 215–224. https://doi.org/10.24127/ajpm.v8i1.1892
Khasanah, E. K. N., Munawaroh, F., Qomaria, N., & Muharrami, L. K. (2019). Pengaruh model pembelajaran visual auditory kinesthetic (VAK) terhadap pemahaman konsep siswa [The effect of the visual, auditory, and kinesthetic learning model on students’ conceptual understanding]. Natural Science Education Research, 2(2), 105–112. https://doi.org/10.21107/nser.v2i2.6237
Harahap, A. (2025). The effect of Visual Auditory Kinesthetic (VAK) learning model on students’ learning activity in PKN Subjects in grade II of SD Muhammadiyah 11 Medan. Asian Journal of Multidisciplinary Research and Analysis, 3(1), 105–110. Retrieved from https://journal.berpusi.co.id/index.php/Ajomra/article/view/1211
Lestari, K. E., & Yudhanegara, M. R. (2017). Analisis kemampuan representasi matematis mahasiswa pada mata kuliah geometri transformasi berdasarkan latar belakang pendidikan menengah. Jurnal Matematika Integratif, 13(1), 28–33. Retrieved from https://jurnal.unpad.ac.id/jmi/article/download/11410/pdf
Mardika, F. (2019). Upaya meningkatkan hasil belajar siswa SMP dengan pembelajaran kooperatif Student Team Achievement Division (STAD) [Efforts to improve junior high school students’ learning outcomes through Student Team Achievement Division cooperative learning]. AXIOM: Jurnal Pendidikan dan Matematika, 8(2). https://doi.org/10.30821/axiom.v8i2.6343
Rahardja, U. (2023). The economic impact of cryptocurrencies in Indonesia. ADI Journal on Recent Innovation, 4(2), 194–200. https://doi.org/10.34306/ajri.v4i2.869
Rahmaniar, Nursakiah, & Quraisy, A. (2024). Penerapan model kooperatif tipe VAK terhadap kemampuan pemahaman konsep matematika [The implementation of the VAK cooperative learning model to improve mathematical conceptual understanding]. Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika, 7(1), 94–99. https://doi.org/10.30605/proximal.v7i1.3135
Rahmah, A., Disman, & Supriadi, A. (2024). Implementasi pembelajaran visual auditory kinesthetic (VAK) sebagai upaya meningkatkan berpikir kreatif siswa pada pembelajaran IPS [The implementation of visual, auditory, and kinesthetic learning to improve students’ creative thinking in social studies]. Didaktika: Jurnal Kependidikan, 13(4), 4903–4914. https://doi.org/10.58230/27454312.1181
Roflin, E., & Liberty, I. A. (2021). Populasi, sampel, variabel dalam penelitian kedokteran [Population, samples, and variables in medical research]. Penerbit NEM.
Rosiyani, A. I., Salamah, A., Lestari, C. A., Anggraini, S., & Ab, W. (2024). Penerapan pembelajaran berdiferensiasi dalam Kurikulum Merdeka pada pembelajaran IPAS sekolah dasar [Implementation of differentiated instruction within the Merdeka Curriculum in elementary school science and social studies learning]. Jurnal Pendidikan Guru Sekolah Dasar, 1(3), Article 10. https://doi.org/10.47134/pgsd.v1i3.271
Salsabila, G., Septian, A., Inayah, S., Hanifah, N., & Komala, E. (2023). Penerapan model pembelajaran visualization, auditory, kinesthetic (VAK) terhadap kemampuan pemahaman konsep matematika siswa [The implementation of the visualization, auditory, and kinesthetic learning model to improve students’ mathematical conceptual understanding]. Intellectual Mathematics Education, 1(1), 33–39. https://doi.org/10.59108/ime.v1i1.16
Sengkey, D. J., Sampoerno, P. D., & Aziz, A. (2023). Kemampuan pemahaman konsep matematis: Sebuah kajian literatur [Mathematical conceptual understanding: A literature review]. Griya Journal of Mathematics Education and Application, 3(1), 67–74. https://doi.org/10.29303/griya.v3i1.265
Shoimin, A. (2014). 68 model pembelajaran inovatif dalam Kurikulum 2013 [Sixty-eight innovative learning models in the 2013 Curriculum]. Ar-Ruzz Media.
Sumarmo, U. (2014). Asesmen soft skills dan hard skills matematik siswa dalam Kurikulum 2013 [Assessment of students’ mathematical soft skills and hard skills in the 2013 Curriculum]. In Seminar Pendidikan Matematika di Sekolah Tinggi Agama Islam Negeri Batusangkar. Retrieved from https://adoc.pub/download/asesmen-soft-skill-dan-hard-skill-matematik-siswa-dalam-kuri.html
VAK application JPM

Downloads

Published

2026-05-03

How to Cite

Harahap, P. A., Eliza, R., Mardika, F., Amrani, A. E., & Fitria, E. (2026). Application of the Auditory Kinesthetic Visualization (VAK) model towards the ability to mathematical conceptual understanding. Jurnal Pendidikan Matematika (JPM), 12(1), 59–70. https://doi.org/10.33474/jpm.v12i1.25062

Issue

Vol. 12 No. 1 (2026): Jurnal Pendidikan Matematika (JPM)

Section

Articles

License

Copyright (c) 2026 Putri Amalia Harahap, Rivdya Eliza, Fitria Mardika, Abderrahim El Amrani, Elsi Fitria

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.