IMOLEMENTASI STRAEGI PEMILIHAN MEDIA PEMBELAJARAN BERBASIS GAYA BELAJAR VISUAL, AUDITORI, KINESTETIK (VAK) DALAM PEMBELAJARAN BERBASIS KONTEKS SOSIAL

Abstrak

This research employs a qualitative approach with a case study design to describe the implementation of learning media selection strategies based on Visual, Auditory, and Kinesthetic (VAK) learning styles and their integration with social contexts in elementary education. Conducted at SDN Johar Baru 10, Jakarta, data were collected through in-depth interviews with the Principal and Curriculum Vice Principal, participatory observation, and documentation studies. The findings indicate that school policies strongly support the development of varied learning media through the provision of facilities and infrastructure, teacher professional development training, and peer tutoring activities conducted biweekly. Identification of students' learning styles is carried out systematically through diagnostic assessments, daily behavioral observations, and simple questionnaires. The media selection process begins with analyzing Learning Objectives, followed by mapping material characteristics, and then designing instruction with appropriate media: visual media (images, interactive PowerPoint presentations) for visual learners, auditory media (structured oral explanations, music, storytelling, and audio-visual illustrations) for auditory learners, and kinesthetic media (direct practice, simulations, and physical activities) for kinesthetic learners. A notable finding is that the school consistently connects VAK media with students' social contexts through environmental case studies, direct interviews with community figures, and simulations of social activities such as observing cultural diversity and practicing cooperative activities. The study concludes that the implementation of VAK-based media selection strategies is effectively executed and integrated with social contexts, thereby making learning more meaningful, contextual, and enjoyable for students. These findings underscore the importance of structured and contextual approaches in learning media selection, as well as the need for sustainable teacher support in implementing differentiated and contextualized instruction.