Analisis gaya belajar siswa Generasi Z dalam perspektif social cognitive theory
Abstract
Penelitian ini bertujuan untuk memetakan kecenderungan gaya belajar mahasiswa Generasi Z dalam konteks pembelajaran digital serta menjelaskannya melalui kerangka Social Cognitive Theory (SCT). Metode penelitian yang digunakan adalah survei kuantitatif deskriptif, dengan pengumpulan data menggunakan instrumen Index of Learning Styles (ILS) yang telah diterjemahkan dan disesuaikan ke dalam Bahasa Indonesia. Instrumen disebarkan secara daring kepada 309 responden berusia 13–19 tahun di wilayah Solo Raya menggunakan teknik purposive–incidental sampling, dengan analisis data berupa statistik deskriptif berbasis distribusi persentase. Hasil penelitian menunjukkan bahwa gaya belajar visual mendominasi (54%), diikuti asimilatif, sedangkan dimensi aktif–reflektif dan sequential–global berada pada kategori rendah. Temuan ini menunjukkan adanya preferensi kuat terhadap pembelajaran berbasis observasi visual, fleksibilitas strategi belajar, dan pemanfaatan lingkungan digital dalam mengakses informasi. Berdasarkan konstruk SCT, gaya belajar Gen Z merupakan hasil interaksi tiga faktor, yaitu personal (preferensi visual, efikasi diri), behavioral (strategi belajar mandiri, observasional), dan environmental (paparan teknologi digital yang intens). Simpulan penelitian menegaskan pentingnya desain pembelajaran adaptif, visual, dan berbasis teknologi dalam mendukung keterlibatan serta optimalisasi potensi belajar Generasi Z.
Analysis of Generation Z students' learning styles from a social cognitive theory perspective
Abstract: This study aims to map the learning style tendencies of Generation Z students in digital learning environments and explain them through the lens of Social Cognitive Theory (SCT). A quantitative descriptive survey method was employed using the Index of Learning Styles (ILS) instrument, which was translated and culturally adapted into Indonesian. Data were collected online from 309 respondents aged 13–19 years in the Solo Raya region using purposive–incidental sampling. Descriptive statistical analysis was conducted using percentage distribution. The findings revealed a dominant visual learning style (54%) followed by assimilative tendencies, while the active–reflective and sequential–global dimensions scored low. These results indicate a strong preference for visual observation-based learning, flexible strategies, and technology-driven information access. Within the SCT framework, the learning styles of Generation Z are shaped by reciprocal interactions between personal factors (visual preference, self-efficacy), behavioral factors (self-regulated observational learning), and environmental factors (intensive exposure to digital media). The study concludes that adaptive, visually rich, and technology-integrated instructional designs are essential for enhancing learning engagement and optimizing the educational potential of Generation Z learners.
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References
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