RELATIONSHIPS BETWEEN STUDENT’S LEARNING STYLES AND STUDENT’S STUDY SKILLS WITH STUDENT’S VISUAL LITERACY SKILLS IN LEARNING CELLULAR BIOLOGY TOPIC IN AL-AZHAR MEDAN HIGH SCHOOL ACADEMIC YEAR 2018/2019

This research was conducted to find out:(1) if there is any significant relationship
between student’s learning styles and student’s visual literacy skills in learning
cellular biology topic; (2)if there is any significant relationship between student’s
study skills and student’s visual literacy skills; (3) the contribution of student’s
learning styles to student’s visual literacy skills; (4) the contribution of student’s
study skills to student’s visual literacy skills; the contribution of student’s learning
styles and student’s study skills to student’s visual literacy skill, (5) if there is any
significant differences of male and female in visual literacy skills, learning styles,
andstudy skills. This research was descriptive quantitative correlation research.
Population of this research was all 11th grader students in Al-Azhar Medan high
school whom taken biology course in academic year 2018/2019 (6 classes, 159
students). By using Slovin’s sampling methods, 114 students which taken from 5
classes were taken as sample. Student’s visual literacy skills was measured by
using multiple choices test about cell topic. Data of student’s study skills was
collected by using Congos’s study skills questionnaire, student’s learning styles
was measured by Flemming’s VARK questionnaire. Data was analyzed by using
regression test, independent sample t-test and Mann Whitney U test. The results
were: (1) there was very significant relationship between student’s study skills
with visual literacy skill (r=0.628, P=0.00);(2) there was significant relationship
between student’s learning styles with visual literacy skill (r=0.044, P=0.641); (3)
learning styles gave 2% contribution to visual literacy (R²=0.002);(4) study skills
gave 39.4% contribution to visual literacy (R²=0.394); (5) male and female
students were significantly different in visual literacy (P=0.003), however they
were not significantly different in learning styles (P=0.863) and study skills
(tcount= -1.223, (P= 0.225). The results indicated that there are other bigger factors
that influence student’s visual literacy skills.