403-411 422 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us AMERICAN Journal of Language, Literacy and Learning in STEM Education Volume 01, Issue 09, 2023 ISSN (E): 2993-2769 The Influence of Differentiated Learning and Learning Styles on Student Learning Outcomes in Physical Changes and Chemical Changes at Gonzaga Tomohon Catholic Middle School Dian Elsa Julitha Mandagi1 Sanusi Gugule2 Emma J. Pongoh3 Science Education, Manado State University Postgraduate e-mail: dianmandagi20@gmail.com Abstract. This research aims to determine the effect of differentiated learning and learning styles on student learning outcomes in the material of physical changes and chemical changes. This type of research is a quasi-experiment with a 2x3 factorial design. The research population was all seventh grade students at Gonzaga Tomohon Catholic Middle School for the 2023/2024 academic year, totaling 151 people. The research sample was classes 7b and 7c, each consisting of 29 people. Hypothesis testing was carried out with the SPSS 22.0 for Windows program using two way Anova analysis. The results of the research show that (1) there is no significant influence of learning style on student learning outcomes in the material of physical changes and chemical changes (2) there is a significant influence of the application of differentiated learning on student learning outcomes in the material of physical changes and chemical changes (3) there is no There is a significant influence of the interaction between learning styles and differentiated learning on student learning outcomes in physical changes and chemical changes. The average learning outcomes of students taught with differentiated learning are higher than those of students taught with conventional learning. In differentiated learning, the average learning outcomes of students who have an auditory learning style are higher than students who have a visual and kinesthetic learning style. In conventional learning, the average learning outcomes of students who have a visual learning style are higher than students who have an auditory and kinesthetic learning style. Key words: differentiated learning, learning styles, learning outcomes. Introduction Learning is an individual's experience in an effort to interact with the environment so as to produce changes in the individual. In this case, the interaction in question is educational interaction which allows interaction in the teaching and learning process. In the world of education, learning is a series of activities carried out by students in order to achieve certain learning outcomes under the direction, guidance and motivation of educators. According to Sudjana (2017), student learning outcomes refer to the achievement of cognitive, affective and psychomotor aspects. And in terms of aspects of change to be achieved, learning outcomes can be described into knowledge or understanding aspects, skills aspects, value aspects and 423 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us attitude aspects. Learning outcomes are the final acquisition of the learning process. Learning outcomes are the limitations that students have in understanding the material. So according to Suyono (2018) good learning results can reflect a good learning style because knowing and understanding the best learning style for oneself will help students learn so that the results are maximum. Many factors influence learning outcomes in the classroom, so it is the task of educators to improve student learning outcomes by knowing student learning styles. In his book Differentiation of Instruction in the Elementary Grades (2000), Tomlinson states that differentiated learning is an effort to adapt the learning process in the classroom to meet the individual learning needs of each student. The adjustments in question are related to the student's learning profile, interests and readiness so as to achieve improved learning outcomes. Differentiated learning is a series of commonsense decisions made by teachers that are oriented to student needs. This means that decisions taken in differentiated learning must be rooted in meeting students' learning needs and how teachers respond to these learning needs. According to Wedyawati & Lisa (2019) science can be defined as a systematic arrangement and scientific discoveries which can take the form of facts, rules, principles, ideas, concepts and others. So, according to Suja (2020) and Wahyuni (2022), the science learning process (one of the materials of which is physical changes and chemical changes) in each educational unit should be held in an interactive, inspiring, fun, challenging way, motivating students to participate actively, and providing space. sufficient for initiative, creativity and independence in accordance with the students' talents, interests and physical and psychological development. In applying differentiated learning to the science learning process, learning style analysis is one way to map student learning needs. Because according to Ningrat et al (2018) learning style is a way of absorbing and understanding information that is used as an indicator for action and is related to the learning environment. Someone may find it easier to learn by taking notes in detail (visual), by listening to explanations (auditory), or by practicing directly (kinesthetic). From the results of the author's interview with Mrs. Febby Ivone Tumbel S. Pd, principal of Gonzaga Tomohon Catholic Middle School, it is known that Gonzaga Catholic Middle School will only start implementing the independent learning curriculum starting in the new academic year 2023/2024. Previously the school still implemented the K13 curriculum. From the interview results, it was also discovered that the distribution of new students into classes was carried out randomly without prior mapping according to student needs. And from the results of the author's interviews with students in class VII, it is known that they have studied material about physical changes and chemical changes, but they don't really understand it because the material is still taught in a conventional way. The description above is the background for the author to conduct research focusing on the influence of differentiated learning and learning styles on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School. The influence of differentiated learning and learning styles on student learning outcomes in physical changes and chemical changes material can be operationally known through learning outcomes from the experimental class and control class. Therefore, the problem formulation of this research is: 1. Does differentiated learning affect student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School? 2. Does learning style influence student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School? 424 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us 3. Does the interaction between differentiated learning and learning styles influence student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School? RESEARCH METHODOLOGY This research is a quasi-experimental research. The population in this study was all seventh grade students at Gonzaga Tomohon Catholic Middle School for the 2023/2024 academic year, totaling 151 people. Sampling was carried out randomlysimple random samplingby means of 5 classes taken 2 classes at random. The selected classes were class VIIb, totaling 29 people, as the experimental class and class VIIc, totaling 29 people, as the control class. The independent variables in this research are divided into two, namely manipulative independent variables and attributive independent variables. The manipulative independent variable, namely Learning (A), consists of two parts, namely Differentiated Learning (A1) and Conventional Learning (A2), the attributive independent variable, namely Learning Style (B), which consists of three parts, namely visual (B1), auditory (B2) learning styles. ), and kinesthetic (B3). The factorial design used is 2 x 3 as in table 1. Table 1. Research design Learning Style (Bj) Learning methods (Ai) Visual(B1) Auditory (B2) Kinesthetic (B3) Differentiated Learning Method (A1) (A1B1) (A1B2) (A1B3) Conventional Learning Methods (A2) (A2B1) (A2B2) (A2B3) Information: A1B1: Student learning outcomes with a visual learning style with differentiated learning A1B2: Learning outcomes of students with an auditory learning style with differentiated learning A1B3: Student learning outcomes with kinesthetic learning style with differentiated learning A2B1: Student learning outcomes with a visual learning style with conventional learning A2B2: Learning outcomes of students with an auditory learning style with conventional learning A2B3 : Student learning outcomes with kinesthetic learning style with conventional learning The dependent variable in this research is the learning outcomes of material on physical changes and chemical changes for students in class VIIb and VIIc of Gonzaga Tomohon Catholic Middle School for the 2023/2024 academic year. The research began by giving a learning style 425 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us questionnaire to the experimental class and control class, the questionnaire was analyzed using a Likert scale. After that, a pretest was carried out in the experimental class and control class, then differentiated learning treatment for the experimental class and conventional learning for the control class, and finally a posttest in the experimental class and control class. As a prerequisite test, a normality test and a homogeneity test were carried out, then a two way ANOVA analysis of variance was carried out using SPSS 22.0 for Windows on the pretest and posttest data for the experimental class and control class. There are three pairs of hypotheses tested using two way ANOVA analysis, namely: H0A: There is no significant influence of learning style on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School H1A: There is influenceLearning styles have a significant impact on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School H0B: There is no significant effect of differentiated learning on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School. H1B: There is a significant influence of differentiated learning on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School. H0AB: There is no significant effect of the interaction between learning styles and differentiated learning on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School. H1AB: There issignificant influence of the interaction between learning styles and differentiated learning on science learning outcomes student learning outcomes on physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School RESEARCH RESULTS AND DISCUSSION The normality test results were obtained as listed in the Test of Normality table below. Tests of Normality Class Shapiro-Wilk Statistics df Sig. Learning outcomes Experimental Class ,930 29 ,055 Control Class ,955 29 ,248 Table 2 Normality test Based on table 2, it is known that the significance value for the Experimental Class is 0.055 ≥ 0.05 and the significance value for the Control Class is 0.248 ≥ 0.05, so it can be concluded that the learning outcomes data for the experimental class and the control class are normally distributed. The results of the homogeneity test are as shown in the Test of Homogeneity of Variance output table below. 426 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us Test of Homogeneity of Variance Levene Statistics df1 df2 Sig. Learning outcomes Based on Mean ,174 1 56 ,678 Based on Median ,105 1 56 ,747 Based on Median and with adjusted df ,105 1 55,996 ,747 Based on trimmed mean ,166 1 56 ,685 Table 3 Homogeneity test Based on table 3, it is known that the significance value (Sig) Based on Mean is 0.678 > 0.05, so it can be concluded that the variances of the experimental class and control class are the same or homogeneous. Hypothesis testing uses a two way anova test, used to determine the truth of the proposed hypothesis. Data on the learning outcomes of students who have Visual, Auditory and Kinesthetic learning styles in the experimental class and control class were analyzed using SPSS 23.0 for Windows with the results as written in the Test of Between-Subjects Effects table below. Tests of Between-Subjects Effects Dependent Variable: Learning outcomes Source Type III Sum of Squares df Mean Square F Sig. Corrected Model 464.153a 5 92,831 1,556 ,189 Intercept 258102,64 2 1 258102,642 4327,559 ,000 Learning Style 104,276 2 52,138 ,874 ,423 Learning 346,966 1 346,966 5,818 ,019 Learning Style*Learning 97,220 2 48,610 ,815 ,448 Error 3101,364 52 59,642 Total 273392,00 0 58 Corrected Total 3565,517 57 a. R Squared = .130 (Adjusted R Squared = .047) Table 4.Two-way Anova test 427 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us From the results in table 4 it can be seen that learning style with a significance value of 0.423 > 0.05 and Fcount = 0.874 < Ftable = 3.37, then H0A is accepted, there is no significant influence of learning style on student learning outcomes in physical changes and chemical changes in junior high school. Gonzaga Tomohon Catholic. Learning (differentiated learning) with a significance value of 0.019 < 0.05 and a value of Fcount = 5.818 > Ftable = 3.37, then H0B is rejected, there is a significant influence of differentiated learning on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School . Learning style * Learning with a significance value of 0.448 > 0.05 and a value of Fcount = 0.815 < Ftable = 3.37, then H0AB is accepted. There is no significant influence from the interaction between learning style and differentiated learning on student learning outcomes in the material of physics and change. chemistry at Gonzaga Tomohon Catholic Middle School. Descriptive Statistics Dependent Variable: Learning outcomes Learning Style Learning Mean Std. Deviation N Visual Differentiate 69.54 7,965 13 Conventional 67.80 8,351 10 Total 68.78 7,994 23 Auditory Differentiate 74.33 6,861 6 Conventional 66.00 7,000 9 Total 69.33 7,916 15 Kinesthetic Differentiate 69.20 8,904 10 Conventional 64.20 6,426 10 Total 66.70 7,981 20 Total Differentiate 70.41 8,078 29 Conventional 66.00 7,211 29 Total 68.21 7,909 58 Table 5 Average learning outcomes From table 5 it can be seen that although there are differences in the average learning outcomes of students with Visual, Auditory and Kinesthetic learning styles from the experimental class and the control class, this is not significantly influenced by the interaction between differentiated learning and learning styles. The average learning outcomes of students taught with differentiated learning are higher than those of students taught with conventional learning. This can be seen from the table, the average differentiated learning outcomes are 70.41 > 66.00, the average of conventional learning outcomes. In differentiated learning, students with an auditory learning style (74.33) have a higher average score than students with a visual (69.54) and kinesthetic learning style (69.20). Meanwhile, 428 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us in conventional learning, students with a visual learning style (67.80) have a higher average score than students with an auditory (66.00) and kinesthetic learning style (64.20). CONCLUSIONS AND RECOMMENDATIONS Based on the problem formulation, hypothesis and research results, it can be concluded that: 1. Differentiated learning has a significant effect on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School 2. Learning style does not have a significant effect on student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School 3. The interaction between differentiated learning and learning style does not significantly influence student learning outcomes in physical changes and chemical changes at Gonzaga Tomohon Catholic Middle School. The average learning outcomes of students taught with differentiated learning are higher than those of students taught with conventional learning. In differentiated learning, students with an auditory learning style have a higher average score than students with a visual and kinesthetic learning style. Meanwhile, in conventional learning, students with a visual learning style have a higher average score than students with an auditory and kinesthetic learning style. Learning style is not the only determinant of improving student learning outcomes, there are many factors that can influence it, because learning style is only one part of a student's profile. However, student learning styles cannot be separated from differentiated learning. Based on the research conducted, researchers concluded that differentiated learning is not something that can be done directly by every teacher. Like students, teachers also need time to adapt and opportunities to learn. Carrying out differentiated learning does not mean that teachers have to teach in 3 different ways according to children's learning styles (Visual, Auditory, Kinesthetic), but rather teachers prepare learning media that includes these three learning styles. In accordance with Sukendra's opinion in (Alhafiz, 2022) that differentiated learning does not mean that teachers have to teach in 32 different ways to teach 32 students. In differentiated learning, teachers must be innovative in choosing learning methods, models and strategies so that students are more motivated in participating in the learning process. My suggestion is that this research can be refined by future researchers. There are still many variables that influence student learning outcomes. Differentiated learning is not something that can be done directly by every teacher, so training needs to be held for teachers. Suggestions for teachers, to remain enthusiastic about conducting research in schools regarding learning styles and differentiated learning so that we can enrich our collective insight in advancing education in Indonesia. The list of used literature: 1. Alhafiz, N. (2022). Analysis of Student Learning Style Profiles for Differentiated Learning at SMP Negeri 23 Pekanbaru. Journal of Community Service, 1(8). 2. Ahriani, F. (2013). 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