Application of Differentiated Case Method Based on Students' Learning Styles

Abstract

This research aims to describe the learning outcomes of students in the Mathematics Education Study Program through the implementation of differentiated Case Methods tailored to various learning styles. Additionally, it measures the effectiveness of these methods in accommodating diverse learning needs. The study employed a quantitative approach using a quasi-experimental One-Group Posttest-Only Design. The research population consisted of 96 first-semester students enrolled in the Educational Foundations course at the University of Lampung for the 2024/2025 academic year. Total sampling was used, with students grouped based on their visual, auditory, and kinesthetic learning styles. Research instruments included a learning style questionnaire utilizing the Akupintar application from the Ministry of Education and Culture, as well as an essay-format case study test. The results indicated an overall average learning outcome of 79.55, with a standard deviation of 9.10. Students with visual learning styles achieved the highest average score of 81.23, followed by auditory learners at 80.45 and kinesthetic learners at 79.12. ANOVA analysis revealed significant differences between the groups (F=3.247; p=0.043), and Tukey HSD post-hoc tests highlighted meaningful differences between the visual and kinesthetic groups. In conclusion, the research demonstrates that differentiated Case Methods effectively enhance student learning outcomes, particularly for those with visual learning styles. To optimize overall learning outcomes, a multimodal approach is recommended, especially to better support kinesthetic learners who benefit from direct practical experience.