Students’ Perceptions of Field-Based Learning and Mathematical Problem-Solving Ability among Predominantly Kinesthetic Learners

Andi Haerani; Abd. Rizal  R; Ghitha Yuniarti  N; Muhammad Muzaini

Authors

Andi Haerani Master of Mathematics Education, Graduate Program, Muhammadiyah University of Makassar, Makassar Author
Abd. Rizal R Master of Mathematics Education, Graduate Program, Muhammadiyah University of Makassar, Makassar Author
Ghitha Yuniarti N Master of Mathematics Education, Graduate Program, Muhammadiyah University of Makassar, Makassar Author
Muhammad Muzaini Master of Mathematics Education, Graduate Program, Muhammadiyah University of Makassar, Makassar, Indonesia Author

Keywords:

Field-Based Learning, Kinesthetic Learning Style, Mathematical Problem Solving, Student Perceptions

Abstract

Mathematical problem solving requires students to interpret contextual situations, formulate strategies, and evaluate mathematical solutions, yet the relationship between learner characteristics and instructional context remains insufficiently understood. This study examined the relationship between students’ perceptions of field-based learning and mathematical problem-solving ability among Grade XI students with a predominantly kinesthetic learning style. A quantitative correlational design was employed with 50 students from SMAN 6 Gowa, Indonesia, purposively selected following VAK-based screening. The students participated in field-based mathematical activities integrated with problem-based learning in Statistics and Vectors. Data were collected using a four-point Likert-scale questionnaire measuring perceptions of field-based learning and an open-ended problem-solving test based on Polya’s four stages. After transforming the perception scores using the Method of Successive Intervals, Pearson’s product–moment correlation was conducted using JASP. The results showed a positive and statistically significant relationship between perceptions of field-based learning and mathematical problem-solving ability (r = .5339, p < .001), indicating a moderate association. The novelty of this study lies in examining variation within a predominantly kinesthetic learner group rather than comparing learning-style categories. The findings suggest that students’ perceptions of contextual, physically engaging learning environments are meaningfully associated with their problem-solving performance, while the correlational design precludes causal interpretation. The study contributes empirical evidence for understanding mathematics learning through the interaction between learner characteristics and instructional context.

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