The Effect of the Visualization Auditory Kinesthetic Learning Method on College Students' Memory in Indonesia

Peni Sekarsari; Maya  Dania; Avenzoar Zufar  Qisthauzan; Okky Ayu  Permata; Mukhamad  Murdiono; Suyato

Authors

Peni Sekarsari Faculty of Social Sciences, Law, and Political Sciences, Yogyakarta State University, Yogyakarta, 55281 Indonesia
Maya Dania Faculty of Law, Mae Fah Luang University, Chiang Rai, 57100 Thailand
Avenzoar Zufar Qisthauzan Faculty of Business, Monash University, Victoria, 3800 Australia
Okky Ayu Permata Faculty of Business Administration, Chonnam National University, Gwangju, 61186 South Korea
Mukhamad Murdiono Faculty of Social Sciences, Law, and Political Sciences, Yogyakarta State University, Yogyakarta, 55281 Indonesia
Suyato Faculty of Business Administration, Chonnam National University, Gwangju, 61186 South Korea

Keywords:

Visualization auditory kinesthetic learning method, Memory, College students

Abstract

This study aims to examine the implementation stages of the Visualization–Auditory–Kinesthetic (VAK) learning method in civic education and to evaluate its effect on university students’ memory performance. A quasi-experimental design was employed with a sample of 160 students, comprising 80 students in the experimental group and 80 in the control group. Research instruments included observation sheets to document the implementation of the VAK method and memory tests in the form of pre-test and post-test assessments. Data were analyzed using the Independent Samples t-test and N-Gain Scores to compare memory improvement between the two groups. The VAK learning method was implemented through six stages: problem identification, problem selection, information collection, portfolio development, portfolio presentation, and reflection. The findings indicate substantial improvements in the experimental group, with increases observed in sensory memory (1.22), short-term memory (3.25), long-term memory (3.22), working memory (3.11), procedural memory (3.98), and declarative memory (3.28). The experimental group achieved an average N-Gain Score of 71.63%, categorized as very effective, compared to 35.17% in the control group. Results of the Independent Samples t-test (Sig. = 0.00 < 0.05) confirm that the VAK learning method has a significant positive effect on students’ memory in civic education.

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