Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The success of the learning process will certainly be influenced by

various factors either from the school environment, family or from the

students themselves. Students as people who are learning and developing

have their own uniqueness and character in the learning process. Its

uniqueness makes students have different responses in understanding a

lesson. Both in terms of attitude or learning styles those support the success

of learning. (Syamsu Rijal, 2015)

Students' attitude acts as a support in achieving a learning goal.

Attitudes are influenced by feelings of support or not supportive of an object.

There are many assumptions that there is a positive relationship between

students' attitudes and their learning outcomes. In other words, those

students who have a positive attitude towards a particular subject tend to be

more diligent in learning so as to achieve satisfactory results. And conversely,

students who have negative attitudes toward the lesson, he will not be eager

to learn so the results are less satisfactory. This positive attitude is defined as
attitudes that can support students in learning the lesson, such as enjoying

the lesson and negative attitudes are disruptive attitudes in learning the

lesson. (Syamsu Rijal, 2015)

The formation of a person's attitude can be influenced by several

factors. Among them are personal experiences, influences of others who are

considered important, the influence of culture, mass media, educational

institutions and the influence of emotional factors. Educational institution or

school is a place where a student to get education other than at home. In the

school process of teaching and learning, teaching and learning process is

one factor that plays an important role in the formation of student attitudes

and behavior. (Wardatul Badah, 2016)

The following support in achieving student learning outcomes is

learning style. A person's learning style is a combination of absorbing

information easily and then organizing and processing the information

(DePorter et al., 2012). Each student uses these styles at a particular stage,

but one of them tends to be more prominent. The existence of such

differences, teachers should be able to accommodate the needs of students

in the learning process activities. So that the expected of learning objectives

can be met optimally.

 Educational experts are trying to develop a theory about learning

styles as a way to find ways to make learning easy and fun. Learning requires

a high concentration in order to understand the concepts being studied. The

situation and conditions for concentration are closely related to the learning

style. If a person can recognize his own learning style, then that person can

manage on what conditions, where, when and how one can maximize

learning. (Syamsu Rijal, 2015)

A person's ability to understand and absorb the lessons is definitely

different. Some are fast, moderate, and some are very slow. Therefore, they

often have to take different ways to understand the same information or

lesson. Learning styles are a typical way of learning for students. Winkel

comprises the learning style into two aspects; cognitive and style of learning

The first, cognitive style refers to a typical way of a learner in acquiring ,

observing and doing mental activity in the cognitive domain. This is individual,

uncounsious, and permanent for every learner. (Winkel: 2012).

Every student in a classroom receives and processes information in a

unique way that makes one student distinct from the others. It is now a

proven fact that different people learn differently, and psychologists have

attempted through the years to spell out the traits of different types of learners
and categorize them into different “learning styles.” (Huda Suliaman

Alqunayeer, 2015)

Learning style is described as the habitual manner in which a student

gathers, processes, interprets, organizes, and thinks about material or gains

skills. It is postulated that the compatibility between a student’s learning style

and the delivery of information is conducive for understanding, processing,

and retaining information. (Stephney Whillier, 2014)

Learning styles is a group of a common ways of learning. Learning

styles theory is based on the understanding that differences between

individuals' processing capabilities lead to significantly different learning

requirements [1]. Every learner may have a combination of learning styles, as

he/she prefers different learning styles and techniques(i.e. multimodal

learning preference ). Whereas some learners may have only one dominant

style of learning (i.e. unimodal learning preference) [2]. As a matter of fact,

there are various learning styles in one classroom. So it becomes inevitable

for a teacher to identify the learning style of his/her students so that the

teacher should be able to use a variety of teaching techniques that are best to

cater to all types of learners in his classroom. (Huda Suliaman Alqunayeer,

2015).
 Whichever way is chosen, the different learning styles show the

fastest and best way for any individual to be able to absorb an outside

information. If we can understand how the different learning styles of each

person may be, it may be easier for us if at any time, for example, we must

guide someone to get the right learning style and deliver maximum results for

him (Hamzah Uno, 2012).

Confidence is an attitude of trust and confidence in the ability

possessed, which can help a person to view himself with positive and realities

so as to be able to socialize well with others. A person who always assumes

that he or she does not have the ability, feels worthless, is a self-image of a

person with low self-esteem. Each individual student has a different

environment and background, so that it affects the personality and the

formation of his confidence and certainly affects the learning achievement in

his school. (Mustofa Rifki, 2012)

In general students go to campus not only dressed neatly, but also

wear makeup, such as powder, lip moisturizer, face shadow and others to

look beautiful and confident. Most women always care about looks and no

doubt, they will do anything to keep the appearance in order to stay always

attractive and beautiful. Although inner beauty is said to be more important

than physical appearance, the reality of outer appearance is actually the most
influential. Women usually use facial skin enhancers to improve the quality of

their facial skin. Facial hygiene is a desire and a special attraction for

everyone, especially women. For that woman who always wants to look

attractive, face care is a duty that cannot be abandoned. In addition to making

the appearance of being attractive, facial treatments are also important for

skin health (Desi Fitriani, 2014)

Facial skin enhancer is one form of facial care that is often used by

women. Facial skin enhancer usually consists of various minerals and

vitamins as well as a mixture of water that can help moisturize the face.

Usually, facial skin enhancer can be a cream, which is also often known by

the name of day cream. Currently, facial skin enhancer has been widely

circulated in various cosmetics stores and supermarkets. Brands of facial skin

enhancer are also varied, there are derived from famous brands and brands,

and some are the homemade facial skin enhancer.

Background of the Study

Bojonegoro Academy Midwifery is a college that provides midwifery

vocational education and produces health personnel of Midwifery Midwife. To

produce qualified midwifery midwife, Bojonegoro Academy Midwifery is

expected to carry out the task of providing quality education.

 Bojonegoro Academy Midwifery is owned by the Government of

Bojonegoro Regency which is the Technical Implementation Unit of

Bojonegoro District Health Office which organizes Diploma III Midwifery

Education. Strategic location in the middle of the city has building facilities

with air-conditioned classrooms, complete laboratories, teachers and

managers by S1 and S2-powered personnel according to their fields.

The Bojonegoro Academy Midwifery accredited by LAM-PTKes with

level B according to letter number 0020/LAM-PTKes/Akr.Bd/Dip/X/2016 which

is valid for 5 years. The Vision of Bojonegoro Academy Midwifery is

"Becoming a superior midwifery academy at the national level so as to be

able to print graduates with professional midwifery skills, high integrity, and

national competitiveness."

All students in Bojonegoro Academy Midwifery are women who are

based on initial surveys; they mostly use facial skin enhancers to keep the

appearance to look neat and attractive. They are required to always be well-

dressed and polite on campus.

Students also need to look attractive so as to foster a high confidence

in learning and hanging out with friends at school. Confidence with the

performance will enhance the students' learning spirit. To look attractive

students usually wear facial skin enhancer on their faces. Understanding

attitudes and learning styles of students using facial skin enhancer is the best

way and technique to maximize students' self potential in the learning

process. After finding attitudes and learning styles of students using facial

skin enhancers, then we can know and determine the best method for student

learning process. We will be surprised to learn that a student can grow and

excel in his class on subjects that were previously considered difficult and

unpleasant. There has never been a study of attitudes and learning styles of

students using facial skin enhancers at Bojonegoro Midwifery Academy, it

makes researchers interested in doing this research.

Conceptual Framework

This study is anchored on the concept of attitude and learning style of

students using facial skin enhancers at Bojonegoro Midwifery Academy, East

Java, Indonesia.

Attitude is one of the factors that affect the learning process and very

influential on learning outcomes to be obtained students. Each student has

different characteristics, as well as the tendency of attitudes he has. As we

know, learning is all the effort done by an educator to happen to learn on self-

disciple. While learning, the process of attitude is changed. Changes in

attitude can be observed in the learning process, goals to be achieved,

persistence, and consistency to something. This change is one indicator of

the success of educators in implementing the learning process. For that

educator should make lesson plans including learning experiences of learners

that make the attitude of learners to subjects become more positive.

Azwar (2012) says that attitude is a general evaluation made by

humans against themselves, others, objects or issues. The example of

students’ attitudes toward objects is the attitudes toward school or on

subjects. Students' attitudes toward subjects should be more positive after

learners follow lessons than before learning. This change is one indicator of

the success of educators in implementing the learning process. For that

educator should make lesson plans including learning experiences of learners

that make the attitude of learners to subjects become more positive.

According to the psychology of attitude is the pattern of individual

reactions to something stimulus that comes from the environment. Attitude

can be interpreted as a tendency to react to a thing person or object with

likes, dislikes or indifferent. Attitude is a tendency to act like or dislike about

an object. Attitudes can be shaped by observing and imitating something

positive, then by strengthening and receiving verbal information.

 To measure student attitudes can be done with several methods such

as behavioral observation, direct questioning, direct disclosure, and using the

attitude scale. Observation of behavior is done by observing the behavior of

someone who is consistent (repetitive). From repetitive behavior, it can be

concluded how one's attitude toward something.

Measurement of attitude with direct questioning is done by asking

directly to the person concerned. This is done from the assumption that most

individuals know about themselves. Thus by doing a direct questioning of a

person can be known about his attitude towards something. The direct

disclosure procedure performed with a single item is very simple.

Respondents are asked to answer directly a written attitude question by

giving a sign or not agree. The presentation and responding done in writing

allows the individual to express his or her attitude honestly when not needing

to write down his name and identity.

The last method is using attitude scale. This method is regarded as

the most reliable method when compared with other methods. The attitude

scale is a collection of statements about an object of attitude. From the

subject's response to each statement it can then be inferred about the

direction and intensity of one's attitude. In addition to the attitude scale can
also be expressed about the breadth and consistency of one's attitude

(Azwar, 2013). In this research used measurement method with attitude scale

This study will measure or assess a person's attitude can be to use a

questionnaire scale. The scale of attitude assessment contains a series of

statements about a particular issue. The measurement scale of attitudes by

Likert made is by judgment of answers strongly agree to something statement

and strongly disagree (Niven, 2012).

Based on the regulation of the minister of education and culture of the

Republic of Indonesia (Permendikbud) number 81a year 2013, Criteria of

attitude assessment are categorized into 4 categories namely very good,

good, fair and poor.

The learning processes of individuals vary due to differences in

cognitive processing. A certain preference to a mode of learning is the

habitual manner in which a student prefers to gather, process, interpret,

organize, and think about material or gain a skill. It is postulated that the

compatibility between a student's learning preference and the delivery of

information is conducive for understanding, processing, and retaining

information. Each student has a unique way of learning and these preferred
learning approaches are believed to have an influence on student learning

and academic performance. (D.Edussuriya, 2016)

Jensen, Eric & LeAnn Nickelsen, (2012). The VAK learning styles

model suggests that most people can be divided into one of three preferred

styles of learning. These three styles are as follows, (and there is no right or

wrong learning style): 1) someone with a Visual learning style has a

preference for seen or observed things, including pictures, diagrams,

demonstrations, displays, handouts, films, flip-chart, etc. These people will

use phrases such as „show me‟, „let‟s have a look at that‟ and will be best

able to perform a new task after reading the instructions or watching

someone else do it first. These are the people who will work from lists and

written directions and instructions., 2). someone with an Auditory learning

style has a preference for the transfer of information through listening: to the

spoken word, of self or others, of sounds and noises. These people will use

phrases such as „tell me‟, „let‟s talk it over‟ and will be best able to perform a

new task after listening to instructions from an expert. These are the people

who are happy being given spoken instructions over the telephone, and can

remember all the words to songs that they hear!, 3). Someone with a

Kinesthetic learning style has a preference for physical experience - touching,

feeling, holding, doing, and practical hands-on experiences. These people will

use phrases such as „let me try‟, „how do you feel?‟ and will be best able to

perform a new task by going ahead and trying it out, learning as they go.
These are the people who like to experiment, hands-on, and never look at the

instructions first!

Such concept is reflected in the following paradigm:

Attitude Enhanced
Learning
Demographic Profile: Program
1. Age
2. Year Level
3. Monthly
Allowance
Learning Style
- Visual
- Auditory
- Kinesthetic

Figure 1. Research Paradigm

As shown in the research paradigm above, the researcher

determined the profile of the college student respondents from the

Bojonegoro Midwifery Academy, East Java, Indonesia in term of age, year

level, and economic status. The researcher also looks at the assessment of

the students on their attitude and learning style. The result was used to

enhance learning program.

Statement of the Problem

The study determined the attitude and learning styles of students

using facial skin enhancers at Bojonegoro Midwifery Academy, East Java,

Indonesia. Especially, the study answered the following questions:

1. What is the demographic profile of the student respondents in terms of

the following:

1.1. Age
1.2. Year Level
1.3. Monthly Allowance

2. What is the attitude of student respondents who are using facial skin

enhancers?

3. What is the learning style of student respondents in terms of?

3.1. Visual
3.2. Auditory
3.3. Kinesthetic

4. Is there a significant difference in the assessment of student

respondents on their attitude who are using facial skin enhancers

when their profiles are taken as test factors?

5. Is there a significant difference in the assessment of student

respondents on their learning styles who are using facial skin

enhancers when their profiles are taken as test factor?

6. Is there a significant relationship between student respondents’

assessment of their attitudes with their learning styles?

 7. Based on the result of the study, what activities can be developed to

enhance learning?

Hypotheses

This study tested the following hypothesis:

1. There is no significant difference in the assessment of student

respondents on their attitude when their profiles are taken as test

factors,

2. There is no significant difference in the assessment of student

respondents on their learning styles when their profiles are taken as

test factor,

3. There is no significant relationship between student respondents’

assessment of their attitudes with their learning styles.

Significance of the Study

The study will be beneficial to the following groups/individuals:

1. Future Researcher – This study will serve as a reference for future

researchers who are working on attitudes and learning style of

students. The result of this study would provide them insights for their

future investigations.

2. Students – This study will know their attitude and learning style so that

they can improve their learning strategies.

 3. Lecturers– This study will be helpful to the lecturers because it will

provide them ideas and information on how else can they improve their

competency to become an effective teacher at Bojonegoro Midwifery

Academy.

4. School Administrator – This study will serve as reference for school

administrators of Bojonegoro Midwifery Academy as their basis in

developing programs for their lecturers and students.

Scope and Delimitation

This study is focused primarily on the attitude and learning style of

student towards using facial skin enhancers at Bojonegoro Midwifery

Academy, East Java, Indonesia. The respondents of the study are the college

students of Bojonegoro Midwifery Academy, East Java, Indonesia.

Respondents of this study is chosen using the purposive sampling.

The research made use of quantitative descriptive comparative. In

determining the attitude and learning style of students using facial skin

enhancer, this study collect the data by using instrument adapted and

modifier by the researcher. The questionnaire covered the demographic

profile of the samples and the indicator on attitude and learning style of

students using facial skin enhancers.

Definition of Terms

The following terms are defined in this study:

Age is the length of college student life expressed in years.

Attitude is a reaction or response of college students who use facial skin

enhancers that are still closed against a stimulus or object.

Facial Skin Enhancers are all kinds of facial skin care products that college

students use to make skin healthy and look beautiful.

Learning Style is the way of students in absorbing and understanding the

information or idea which they have got in learning process.

- Auditory Learning Style is a learning style in which a person learns

through listening.

- Kinesthetic Learning Style is the way people absorb information

through physical, likely they use their body or sense of touch to learn

and understand the world around them.

- Visual Learning Style refers to preference for learning for through

vision and visual learners rely on their sight to take the information.

Monthly Allowance is the income or allowance earned by college students

every month which measure in Rupiah (Rp.)

Year level is the length of study that has been taken by college students and

expressed in the year.

 Chapter 2

LITERATURE REVIEW AND STUDIES

This chapter provides the information from various books, journal,

manual and literature, which researcher reviewed in establishing the

necessary information for the study.

Related Literature

Attitude is a reaction or process of a person who is still closed to a

stimulus or object. Attitude cannot be seen directly but can only be interpreted

in advance of a closed behavior. Attitude clearly shows the connotation of the

suitability of the reaction to a particular stimulus. In everyday life is an

emotional reaction to social stimulus (Notoatmodjo, 2012)

Attitude is a person's thoughts, tendencies and feelings to recognize

certain aspects of an environment that are often permanent because they are

difficult to change. A component in question is the knowledge that has been

obtained during life, which greatly affects behavior when acting. Another

understanding states that attitude is the evaluation of a person's bias towards

a subject or object. The attitude that each individual has gives its own color

for someone to behave. To discuss more deeply about the attitude, this time
will be reviewed related to some definitions of attitudes put forward by

experts.

At the beginning of the 20th century, the definition of attitude was the

main concept that received special attention from social psychology. No

wonder that since then, many psychological studies have discussed and

learned about attitudes. The attitude itself comes from the Latin word "aptus"

which has a meaning in the ready and also healthy in doing the action.

According to Bimo Walgito (2012) understanding of attitude is the

belief or opinion of a person related to the situation, subject or object

accompanied by the emergence of certain feelings. These feelings will be

used as the basis of the person to behave and respond in a certain way

according to his choice. Meanwhile, according to Purwanto (2013) attitude is

an individual way to react or respond to a situation. Therefore, someone who

has a positive attitude regarding a situation or object will show pleasure and

joy. Another case with a negative attitude that will show a displeasure.

Not much different, understanding of attitude is also expressed by

Ahmadi (2013) as a person's readiness in responding to a particular object or

situation both positive and negative consistently. While Notoatmodjo S.

(2012) said that attitude is a response or reaction of someone who is still

closed to an object or stimulus (stimulus). In addition, there is also an expert

named Allport which reveals that the definition of an attitude is a person's

mental readiness in determining the action or response to various situations

and objects.

Newcomb in Notoatmodjo (2012), states that the definition of attitude

is a person's readiness or willingness to act. It is still a closed reaction, not an

open reaction or an open behavior. And attitude is the readiness to react to

objects. Just as knowledge of this attitude consists of various levels, namely:

a. Receiving

Receiving means that people (subjects) want and pay attention to the

given stimulus (object). For example, the attitude of people to nutrition

can be seen from the willingness and attention of the person to the

information about nutrition.

b. Responding

Giving answers when asked, doing and completing the assignment is

an indication of the attitude. Because with an attempt to answer a

question or do a given task, regardless of whether the assignment is

right or wrong means that the person accepts the idea.

c. Valuing

Inviting others to work on or discussing a problem is an indication of a

third level attitude. For example, a mother who invites another mother
 to go to the Health Center to use contraception, this is a proof that the

mother has had a positive attitude towards contraception.

d. Responsible

Being responsible for everything he has chosen with all the risks is the

highest attitude, despite being challenged by his own husband or

parents.

Based on some of the above understanding, it can be seen that

attitudes can be interpreted as a feeling and also the mind of a person in

behaving when he is not like or like something. Basically, attitudes have three

important components of emotion, behavior, and cognition. The cognitive

component or cognition is all thinking regarding attitude. The attitude is taken

by a person in taking action also depends on what the problem actually faced.

Measurement of attitude can be done directly and indirectly. Directly can be

asked how the opinion or statement of the respondent to an object.

According to Skinner (in Dimyati & Mulyono, 2012), Learning is an

action. When a person is doing learning activity, she/he will have good

respond or improve the respond to be better. On the contrary, respond will

not increase when a person are not doing learning activity. Skinner states

that there are some thing in learning, they are:

a. The occasion which causes of appearing learning respond

b. Learner’s respond

c. The effect which affirms the learner’s responds. The affirmation oocurs

to the stimulus that affirms the effect. As an illustration, a learner or

students who gives good responds to the learning activity will be given

a punishment when giving bad responds.

Gagne (in Dimyati & Mulyono, 2012) states that learning is a complex

activity. It mean that learning is an activity which outcomes some capabilities,

those are skill, attitude, knowledge, and value. They appear from environment

stimulus and cognitive process to change the nature of environment stimulus

through processing information become new capability.

Kolb’s experiential learning theory. The first model is Kolb’s

Experiential Learning Theory. This model suggests that learning is a different

experiential process for each individual. The process is organized in a cycle

that usually begins with Concrete Experience (CE), Reflective Observation

(RO), Abstract Conceptualization (AC) and Active Experimentation (AE). The

most effective learning occurs when all four parts of the cycle are combined.

Learning styles occur when two of the processes are combined. Kolb’s four

types of learning styles include: the diverger (CE/RO), the assimilator

(RO/AC), the converger (AC/AE) and the accommodator (AE/CE). The

diverger is one who often asks for explanations for why they are doing
something. They like to observe, brainstorm, use their imagination and tend

to be sensitive. The assimilator is one who often asks for explanations as to

what they are doing. They like organized, logical information they can put in a

precise order. The converger is one who asks how something works. They

like to solve problems, find practical ways to use ideas and like to be active in

their work. The accommodator is one who often wonders about scenarios.

They learn by doing, work with their hands, rely on their feelings and enjoy

working with other people. A measurement tool known as the Kolb Learning

Style Inventory (LSI) is used to determine an individual’s learning style. To

complete the Kolb LSI, a person completes a questionnaire that requires

ranking their learning style using twelve questions. The LSI is typically

completed as a self test (Hawk & Shah, 2007)

Myers-Briggs model. The connection between personality and

learning style is important to consider. The Myers-Briggs Model outlines

personality types. The model is derived from the theories of psychologist Carl

Jung. Eight types of personalities are listed in this model: extroverts,

introverts, sensors, intuitors, thinkers, feelers, judgers and perceivers. Two of

the most famous personality types indicated in this model are the extroverts

and introverts. (Pritchard, 2009). Extroverts enjoy talking about ideas, working

in groups and trying new things, whereas introverts enjoy listening to ideas,

working alone, thinking first and trying new things later. Sensors enjoy clear
goals, paying attention to details and focusing on practical life skills. Intuitors

enjoy using their imagination, creativity, variety, and big ideas instead of

details along the way. Thinkers like to be treated fairly and enjoy clear

directions. Feelers like to work with friends, enjoy choosing their own topics

and like to help others. Judgers enjoy short-term goals, like having specific

expectations laid out before them and enjoy finishing their projects on time.

Perceivers like new experiences when learning, open-ended projects and are

flexible. The assessment tool for this model, called the Myers-Briggs Type

Indicator (MBTI), is a questionnaire that determines personality type. This tool

is commonly used in the workplace. (Naomi L. Quenk, 2009)

Swassing-Barbe modality index. Swassing, Barbe & Milone (1979)

suggest that people have dominant, secondary or mixed modalities that they

use to process information. Modalities are defined as the channels by which

people understand information through sensation, perception or memory. The

learning modalities described in this model are: visual, auditory and

kinesthetic. Students are evaluated by completing the Swassing- Barbe

Modality Index (SBMI). The SBMI requires students to complete a matching

task to determine their learning style. It is designed in a way that is

appropriate for young children to use because it does not require the student

to read the questions. The SBMI is to be used as a supplement for assessing

learning modalities in coordination with teacher observations during the

administration of the test. After collecting the data needed to identify learning

types, it is suggested that teachers use the results and structure lessons that

incorporate student strengths. This assessment tool allows teachers to

develop strategies that match with students who possess specific modality

strengths. The SMBI has been used with students of all ages to identify how

they learn, but it has been used most often in elementary school settings

because of the format of the test.

Gregorc learning style model. The Gregorc Learning Style Model is a

theory based on Gregorc’s original research and Kolb’s work on learning

styles. Gregorc asserts that individuals have strong natural dominant learning

styles. Four types of learning styles are listed in this model: Concrete

Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and

Concrete Random (CR). Concrete Sequential learners prefer clear and logical

instructions they can follow. They are precise in their work, extremely

motivated to perform well and take their work seriously. Abstract Sequential

learners enjoy symbols, charts and logical clear instructions. They are

excellent at manipulating others by using carefully constructed words.

Abstract Random learners enjoy discussing ideas in a variety of ways, people

pleasing and reflective learning. They enjoy utilizing a variety of methods to

complete a task, such as writing a poem, a song or a subjective essay.

Concrete Random learners enjoy experimenting and solving problems

through trial and error. They function well in an environment that has many

sensory stimuli. The Gregorc Style Delineator is the measurement tool

designed to measure one’s awareness of his or her own learning preference

(Hawk & Shah, 2007).

Honey-Mumford model. Similar to the Myers-Briggs model, Honey

and Mumford classify learners according to learning style and personality

traits. Kolb states that learning is most effective when all parts of the cycle are

brought together. Unlike Kolb, Honey & Mumford suggest that one style is

dominant and it is advised that the individual completely understands and

adopts their dominant style as their own. The four types of learners in this

model include: activists, reflectors, theorists and pragmatists. The activist is

one who learns by doing. They like to share ideas with others in a group

setting, and are often enthusiastic and open-minded. The reflectors learn by

observing. They are often indecisive because they take time to reflect and

learn from others before making a decision. Theorists are logical observers.

They find connections between old and new ideas by organizing them into a

framework. Pragmatists are creative. They are confident seeking new ideas

and enjoy solving problems. Like Kolb and Myers-Briggs, individuals complete

a Learning Style Inventory developed by Honey-Mumford to identify their

preferred style of learning (Pritchard, 2009).

 Basically, learning styles are divided into three part, they are as

follows (Jensen and Nickelsen, 2012).

1. Visual style (visual learner)

Individuals who fall into this category typically learn through what

they are able to see with their own eyes. Visual learners have a tendency

to describe everything that they see in terms of appearances. These

learners love visual aids such as photos, diagrams, maps and graphs.

Visual learners frequently are good writers and will commonly perform

quite well on written assignments.

The best ways for visual learner to process the information by

recording, allocating, calculating, simplifying, describing, proving,

preparing, evaluating, rewriting, drawing a picture, making mind-map,

making a note, and using graphics organizer.

Visual style has some characteristics, they are:

a. Students/learners often look well-regulated in dressing

b. They speak fast

c. They are good in spelling

d. They strongly remember what they see than what they hear

e. They use pictures aids to memorize or process some information

f. They have difficulties to remember visual instruction except it is

written and they often ask someone else to repeat what he/she says\

g. They read fast and diligent and prefer reading by their selves than
 someone else reads for them

h. They prefer art than music

i. They always prefer doing the demonstration or practice than they

speech

j. They usually do not have noise problems

There are some learning strategies for visual style (visual learner),

those are:

a. For work sheet, make a bold line around the items, to help the

learners follow an item when they like it

b. Let the learners point if it’s needed, let them point the word or

sentence when reading

c. Write the guidance on white or black board

d. Use graphics, charts, map, or colors

e. Use mind-mapping to process information

2. Auditory style

Auditory style (auditory learner) is learning style where learner or

students are very good in listening. They tend to absorb information in a

more efficient manner through sounds, music, discussions, teachings,

etc. These individuals will be more likely to record lectures so that they

can replay them at a later time for study purposes. Auditory learners
appreciate books on tape and may find that reading aloud will help them

to retain information. Rather than written reports, auditory learners tend to

do better on oral presentations and reports.

The best ways for auditory learner to process the information by

Telling the information loudly, Listening the voice recording, Discussing

with friends or learning group, recording an argument or statement, doing

interview, teaching someone or people, and debating with others.

Auditory style has some characteristics, they are:

a. Students/learners love talking much, discussing, and explaining

information lengthily

b. They move their lips and utter the writing in a book when they read

c. They love reading loudly and listening it

d. They feel difficult when they have to write the information but they

are smart in explaining it

e. They love repeating and imitating a tone, rhythm, music, voice, or

sound

f. They speak rhythmically and in a pattern\

g. They read fluently

h. They love music

i. They are difficult in doing an assignment or a work which concerns

with visualization

j. They are skillful in spelling loudly than they write

 There are some learning strategies for auditory style (auditory

learner), those are:

a. Let them repeat the information loudly

b. Convert writing information into voice information (song, recording,

etc.)

c. Play a background music when they learn

d. Use a reminder, by asking learners or students repeat the key concept

and instructions

e. Play many rhythmical and united games when learning

3. Kinesthetic style (kinesthetic learner)

Kinesthetic style is where students or learners are to do tactile

learning. This means that they learn best through moving, doing, acting

out and touching. Projects that are hands-on in nature are best for

kinesthetic learners. Kinesthetic learners tend to become frustrated when

they must sit for long periods of time. They enjoy conducting experiments,

exploring and performing tasks.

Kinesthetic learner has some characteristics, those are:

a. Learners or students Always move-that’s way learners or students

learn

b. They move their body when they memorizing information like walking

around
c. They use fingers to point out the writing in a book when the read

d. They can not sit silently in long time

e. They talk slowly and usually stand up near someone when talking

f. They always orientate in practice and physic activities

g. They prefer learning through practice and physic activities

h. They use much body language to communicate like nod their head to

express ‘yes’

i. They need concrete object as learning aids

j. They want to do anything and love games

There are some learning strategies for kinesthetic learner

(kinesthetic style), they are:

a. Use role play game as learning

b. They do memorizing by walking around and see

c. Show them how to do something and Use aids equipments when

learning

d. Give silent activities after moving activities (example: reading text

loudly after physic training at school)

e. Use manipulated method (example: moving parts of body for

naming)
 Facial skin enhancers discussed in this study include daily care until

treatment periodically a week or once a month. As previously mentioned,

facial care cosmetics include daily, periodic and specialized care. (Herni

Kusantati (2008):

1. Daily Facial Treatment

Every day needs to be treated related to cleansing, refreshing and

nutrition on facial skin.

First, cosmetics cleansers and fresheners are used every day in the

morning before cosmetics make up for the face makeup can be

effectively attached to the skin and obtained good makeup results.

Then use also every night to keep the skin clean and free of cosmetics

and dirt.

Second, cosmetics treatment. Every morning before apply makeup,

use an anti-sunscreen cream, and at night after cleansing and

refreshing use cream or lotion for the night.

2. Periodic Facial Treatment

Periodic maintenance can be done once a week or once a week or

even once a month according to the needs and opportunities. This

treatment aims to maintain health, hygiene and most importantly is to

maintain the condition of the skin so youthful.

Periodic care cosmetics include:

- Cleaning and refreshment.

 - Deep cleansing cosmetics.

- Peeling (shaped cream, scrub, pasta).

- Massage (shaped cream, oil).

- Masks (shaped cream, powder, paste, gel).

- Various skin vitamins (serum, cream).

3. Special Face Care

Special facial treatments are treatments performed in one specific

purpose related to skin conditions and needs. This special facial

treatment should be done by a beautician to avoid the mistakes of

cosmetic procedures that are fatal for the skin.

First, skin care is not a problem that is facial skin care prepared for a

special occasion such as for brides or events that are considered

important and other special. Cosmetics on this non-problematic special

treatment is to maintain skin stability, lightening, enslaving /

rejuvenation and whitening wherever necessary. The type of cosmetics

used in special facial treatments without this problem is the same as

periodic cosmetics plus some cosmetics as per treatment goals ie

cosmetics bleaching, rejuvenation (anti-aging) and vitamins.

Second, facial skin care problem, which is facial skin care with problem

demanded to be done because problems on facial skin problems facial

problems on the skin can be done once a week or once every two
 weeks or even once a month according to the needs and advice of the

beauty experts visited.

Various cosmetics for special facial care include: Cleaning and

refreshment, deep cleansing cosmetics, peeling (cream, scrub, pasta),

massage (cream, oil), mask (cream, powder, paste, gel) , various skin

vitamins (serum, cream), bleaching (bleach), anti aging (rejuvenation),

vitamins, anti acne (lotion, cream).

Literature Studies

Sutrisna, Istiqomah (2016) explored the correlation between attitude,

learning style and numerical ability with the results of mathematics learning.

The purpose of this research is to find out the correlation between attitude,

learning style and numerical ability with the results of mathematics learning.

This research method applied descriptive of correlation. The population in this

research is grade VII SMP the district of Jetis Bantul, with a sample of 72

students taken by cluster random samplingfrom two state junior high

schoolthat is SMPN 1, SMPN 2 Jetis and one private junior high school that is

SMP Muhammadiyah. Analytical techniques multiple regression analysis with

requirment of normality and linierity.Based on the results of the research, R =

0,427, meaning that there was a positive correlation between attitude,

learning style and numerical ability with the results of mathematics learning.

ry1-23 is 0,280, meaning that there was a positive correlation betweenattitude

with the results of mathematics learning. ry2-13 is 0,271, meaning that there

was a positive correlation between learning style withthe results of

mathematics learning, ry3-12 is 0,242, meaning that there was a positive

correlation between numerical ability with the results of mathematics learning

Stephney Whillier, et all (2014) in their journal ‘The learning style preferences

of chiropractic students: A cross-section study. The major finding from this

study is that there is a high prevalence for a multimodal learning approach

with an emphasis on a kinesthetic style of learning in chiropractic students

across the five years of study. To the best of our knowledge, this is the first

time this outcome has been shown in chiropractic students, and it adds to a

body of research on the learning preferences of medical and allied

professions that is quite contradictory. While this information may be

beneficial in the structuring of future curriculum and execution of course

outlines, more thorough research must be conducted to gain a greater insight

into the relationship between learning style preferences and teaching

methods.

Syamsu Rijal (2015) studied the relationship between attitudes,

learning independence, and learning styles with students' cognitive learning

outcomes. This study aims to investigate the relationship between attitude

variables, learning independence and learning styles with biological cognitive

learning outcomes. This research is an ex post facto research. Research

instrument in the form of questionnaire that is used to obtain attitude data,

learning independence, and student learning style. Documentation, used to

derive the value of biological cognitive learning outcomes. Data collection of

attitudes, independence, and learning styles of students is done through the

provision of questionnaires (questionnaires) to students. Student cognitive

learning outcomes data obtained from semester test value. Data were

analyzed by using inferential statistic analysis with product moment

correlation test, simple and multiple regression. The result of the research

shows that there is a positive correlation between: (i) student attitude with

cognitive learning result of Biology, with correlation value 0,621, (ii) student

learning independence with cognitive learning result of Biology, with

correlation value 0,579, (iii) learning style students with cognitive learning

outcomes Biology, with correlation value of 0.577, (iv) attitude, learning

independence and learning styles of students with cognitive learning

outcomes Biology.

Ika Syukrun Nikmawati (2014) studied the correlation learning styles

seventh grade students with learning outcomes subject cultural history of

Islam in Junior High School (SMP) Durenan Islamic Psychology. The results

of the study: 1). There was again a significant positive correlation of visual

learning style of students of class VII with the results of study subjects in the

Cultural History of Islamic Junior High School (SMP) Durenan Islamic

Trenggalek. 2). There was again a significant positive correlation auditory

learning styles of students of class VII with the results of study subjects in the

Cultural History of Islamic Junior High School (SMP) Durenan Islamic

Trenggalek. 3). There was again a significant positive correlation kinesthetic

learning styles of students of class VII to the learning outcomes of subjects in

Islamic Cultural History Junior High School (SMP) Durenan Islamic

Trenggalek. 4). There was again a significant positive correlation of class VII

students' learning styles with learning outcomes Cultural History of Islamic

subjects in Junior High School (SMP) Durenan Islamic Trenggalek.

Khafifudin, Nur, (2013) studied The Influence of Learning Styles

(Visual, Auditory, Kinesthetic) Towards Vocabulary Mastery at The Second

Year Students of MAN Salatiga in The Academic Year of 2012-2013. The aim

of this study is to know the students’ learning style, to find out how far the

effect of learning style(s) towards vocabulary mastery, and to know the

influence of learning style towards students’ vocabulary mastery. The sample

in the study is 30 respondents from 118 students of XI grade of MAN Salatiga

in the academic year of 2012-2013 by using purposive sampling technique.

This study basically uses characteristics of learning style (visual, auditory,

kinesthetic) and Scrivener’s vocabulary theory. The method that is used in

this study is quantitative approach by using partial correlation multiple

variables method. The conclusions are most of the student are visual learner

in mastering vocabulary, (2) the effect of visual learning style is 34.57%,

auditory learning style is 88.74%, kinesthetic learning style is 18.40% and the

entire of learning styles is 69.39% towards students’ vocabulary mastery, and

(3) there is no significant influence between visual learning style towards

students’ vocabulary mastery, it can be seen from the result of calculation

arithmetic r = -0,588 and table r = 0,361, there is no significant influence

between auditory learning style towards students’ vocabulary mastery, it can

be seen from the result of calculation arithmetic r = -0,942 and table r =

0,361, there is no significant influence between kinesthetic learning style

towards students’ vocabulary mastery, it can be seen from the result of

calculation arithmetic r = -0,429 and table r= 0,361, and there is significant

influence between the entire of learning styles towards students’ vocabulary

mastery, it can be seen from the calculation Ro = 0,833 and Rt = 0.361.

D. Edussuriya (2016) conducted a study on the learning preferences

of medical students – a study conducted at the University of Peradeniya, Sri

Lanka. The findings of the study show that the majority (61%) of the students

had multimodal VARK preferences. Among them, 41%, 14% and 6%

preferred the bimodal, trimodal and the quadrimodal ways of information

presentation. 39% of the respondents had one strong (unimodal) learning

preference. The most common unimodal preference was kinaesthetic,

followed by visual, auditory and read and write. The most preferred teaching
methodology was practical/dissection (39%) and tutorial was the least

preferred one (12%).

Stephney Whillier, et al (2014) conducted a study on the learning

preferences of chiropractic students: A cross-sectional study. The major

finding from this study is that there is a high prevalence for a multimodal

learning approach with an emphasis on a kinesthetic style of learning in

chiropractic students across the five years of study. To the best of our

knowledge, this is the first time this outcome has been shown in chiropractic

students, and it adds to a body of research on the learning preferences of

medical and allied professions that is quite contradictory. While this

information may be beneficial in the structuring of future curriculum and

execution of course outlines, more thorough research must be conducted to

gain a greater insight into the relationship between learning style preferences

and teaching methods.

According to LaPorchia C. Davis, (2013), in his research titled,

“African American women's use of cosmetics products in relation to their

attitudes and self-identity”, this study was to explore African American

women’s attitudes toward cosmetics, how women use cosmetics, and how

use of the products is related to African American women’s self-identity and

self-perception of appearance. The sample was 18 African American women

who were residents of Pine Bluff, Arkansas, or Ames, Iowa. Recruitment was

done by placing announcements about the study on the university Minority

Students Office and Southeast Arkansas African American professional

listserve. In-depth interviews were conducted with each woman. The women

began wearing cosmetics at different periods in their lives during childhood,

or adolescence. Shopping for cosmetics could be a hassle for some

participants. Some reported difficulties in finding the right foundation to match

their skin complexion. Many participants believed that finding cosmetics was

a hit-or-miss experience when it came to shopping for cheaper cosmetics in

local stores. Working with a consultant at a department store counter

improved the experience. Stores in the predominantly White Iowa location

carried few cosmetics appropriate for African American women’s skin colors,

causing much frustration on the part of the respondents in that location. Many

of the women spent more money on quality cosmetics products that they felt

made them look better and caused fewer skin problems. Many of the

participants preferred the same brand of higher-end cosmetics. The women

actively searched for YouTube tutorials to learn new tricks and techniques on

how to apply their cosmetics. For many of the women, wearing cosmetics is a

form of “magic” that enhanced their beauty and self-confidence. Many of the

women explained that applying cosmetics was needed to enhance their

features; for a few, makeup was seen as unnecessary, but a nice addition. All

used cosmetics to present an idealized appearance and enjoyed wearing

them. The women in Arkansas made greater use of cosmetics on a daily

basis, perhaps because of their work versus student roles and location in a

larger African American community. Social comparison, self-objectification,

and symbolic self-completion theories were useful in interpreting the findings.

Black feminist perspectives considering personal power and issues of

inclusion and exclusion in media and retail settings were also incorporated in

the analysis.

Leny Hartati (2013) studied the effect of learning style and attitudes of

students in math on math learning outcomes. From the data processing

obtained the following results: (1) there are differences in mathematics

learning outcomes of students who have visual learning style, auditory and

kinesthetic, (2) the results of the mathematical learning of students who have

a positive attitude at a higher math than students who have a negative

attitude on math, (3) there is no interaction between the learning style of

students in math attitudes toward math learning outcomes.

Yasinta Monika Bhiju Dapa (2014) conducted a study on the

correlation between students’ attitudes toward learning physic with the results

of learning physics at class X-A SMA Negeri 4 Yogyakarta. The results are (1)

the description of the average value and standard deviation indicate that the

variable attitude of students toward learning physics is on a neutral stance

category and the variable outcome studied physics is on high-yield categoty

studied physics, (2) the value of the correlation coefficient 0,356 indicates that

there is a positive correlation and high relationship between students attitudes

toward learning physics with the results of learning physics, (3) there is a

significance correlation between students’ attitudes toward learning physic

with the results of learning physics.

Nurtilawati et.all (2013) studied the influence of learning style on

learning outcomes of students of class X SMAN 8 Pontianak. The research

concluded that (1) learning style has a significant influence on the results of

class X students of SMAN 8 Pontianak. The regression analysis showed

variable learning style affect learning outcomes variable of 24%. (2)

motivation to learn is a positive influence on learning outcomes regression

analysis showed that only 88%. (3) the results of the determination coefficient

test analysis concluded that learning style variable (X1) and motivation (X2)

equal to 61,9% influence on learning outcomes.

Synthesis

Attitude is a reaction or response of college students who use facial

skin enhancers that are still closed against a stimulus or object. Students who

have a positive attitude towards a particular subject tend to be more diligent

in learning so as to achieve satisfactory results. And conversely, students

who have negative attitudes toward the lesson, he will not be eager to learn

so the results are less satisfactory. This positive attitude is defined as

attitudes that can support students in learning the lesson, such as enjoying

the lesson and negative attitudes are disruptive attitudes in learning the

lesson.

Learning style is the way of students in absorbing and understanding

the information or idea which they have got in learning process. There are

three types of learning style: 1) Auditory Learning Style is a learning style in

which a person learns through listening, 2) Kinesthetic Learning Style is the

way people absorb information through physical, likely they use their body or

sense of touch to learn and understand the world around them, and 3) Visual

Learning Style refers to preference for learning for through vision and visual

learners rely on their sight to take the information.

Students as people who are learning and developing have their own

uniqueness and character in the learning process. Its uniqueness makes

students have different responses in understanding a lesson. Both in terms of

attitude or learning styles those support the success of learning.

Confidence is an attitude of trust and confidence in the ability

possessed, which can help a person to view himself with positive and realities
so as to be able to socialize well with others. A person who always assumes

that he or she does not have the ability, feels worthless, is a self-image of a

person with low self-esteem. Each individual student has a different

environment and background, so that it affects the personality and the

formation of his confidence and certainly affects the learning achievement in

his school.

Students go to campus always dressed neatly and wear makeup,

such as powder, lip moisturizer, face shadow and others to look beautiful and

confident. Most women always care about looks and no doubt, they will do

anything to keep the appearance in order to stay always attractive and

beautiful. Students usually use facial skin enhancers to improve the quality of

their facial skin

The study determined the attitude and learning styles of students

using facial skin enhancers at Bojonegoro Midwifery Academy, East Java,

Indonesia. Understanding attitudes and learning styles of students using

facial skin enhancer is the best way and technique to maximize students' self

potential in the learning process. After finding attitudes and learning styles of

students using facial skin enhancers, then we can know and determine the

best method for student learning process. Understanding attitudes and

learning styles of students using facial skin enhancer is the best way and
technique to maximize students' self potential in the learning process. After

finding attitudes and learning styles of students using facial skin enhancers,

then we can know and determine the best method for student learning

process
 Chapter 3

METHODOLOGY

This chapter discusses the methods and procedures utilized to gather

the necessary data to assess the attitude and learning style of students using

facial skin enhancers. The elements describe in this chapter include research

design, sample and the sampling technique, research instrument, data

gathering procedure, and the statistical treatment of data which lead towards

the fulfillment of the study’s purpose.

Research Design

A research design is the framework or guide used for the planning,

implementation, and analysis of a study. This, it serves as the plan for

answering the research questions ands and hypotheses. The design that is

used in this study is Descriptive Comparative Correlation research design

using the quantitative approach.

The quantitative research design according to Sousa et al. (2010)

most often reflects a deterministic philosophy that is rooted in the post-

positive paradigm, or school of thought. This means that a cause is examined

and how different causes interact and/or influence outcomes is also

observed. This paradigm adopts the philosophy that reality can be

discovered, however, only imperfectly and in a probabilistic sense. In

addition, the quantitative approach adopts an objective, rigorous, and

systematic strategies for generating and refining knowledge. The approach is

typically deductive – where most ideas or concepts are reduced into variables

and the relationship between or among them are tested. Deductive reasoning

is the process in which the researcher begins with and established theory or

framework, where concepts have already been reduced into variables, and

then gathers evidence to assess, or test, whether the theory or framework is

supported.

Population and Sampling

The population in this research included all students in the

Bojonegoro Midwifery Academy, where the number of all college students

totaled to 108 students (Level I=25, II=24 and III=59)

Sampling is a process of selecting subjects who are representative of

the population being studied. The study used purposive sampling. The criteria

were as follows.

1. Students who are registered as active students in the academic

year 2017/2018 at Bojonegoro Midwifery Academy,

2. Students who are using facial skin enhancers,

3. Must be available during the conduct of study.

Only 91 student respondents net the criteria mentioned.

Research Instruments

For achieving appropriate information needed in the study and in

order to obtain reliable and valid information, the researcher employed the

descriptive and analytic methods of research utilizing quantitative approach

through a survey questionnaire. The questionnaire served as the main of data

collection. The questionnaire includes:

Part I includes the personal data sheet that is constructed to obtain the

demographic profile of the students enclosed by age, year level, and monthly

allowance.

Part II contains some statement about Variable attitude. To measure the

attitudes of students using facial skin enhancers using a 4-point Liker-type

scale ranging from 1, strongly disagree to 4, strongly agree.

Part III contains 30 statements about learning style. The questionnaire is

adapted from O’Brien also using a 4-point Liker-type scale ranging from 1,

never applies for me to 4, always applies for me. The researcher modified

original scale of 1-3 become a scale of 1-4 because it does not allow the

respondents to give a neutral answer. Scale of 1-3 allows that neutral answer.

Data Gathering Procedure

Before the questionnaire hand out to respondents, it was subjected to

a validity and reliability test. The researcher conducted the pilot study in

STIKes Aisyah Pringsewu Lampung on 30 midwifery students, from 12 items

of attitude questionnaire there are two items that are not valid (items no 5 and

10). The reliability test show that Cronbach’s Alpha is 0.847, it means that

items questionnaire is reliable by 84.7%.

A letter of request was forwarded to the Director of Bojonegoro

Midwifery Academy in Bojonegoro Regency, East Java, Indonesia to request

for their permit to allow the researcher to conduct the study and gather data

from among their students. After the data gathering, the researcher the

tabulate the result and seek the help of statistician for data analysis.

Statistical Treatment of Data

The data are statistically tested so that the researcher can evaluate

and interpret the data easily and understandably. Statistic treatment of data is

essential in order to make use of the data in purpose. The organization of

data is equally important so that appropriate conclusion were drawn. Hence,

the statistical treatment involves the right statistical tools needed in order to

interpret the data at hand. After the successful employment, the interpretation

resulted to the improvement in research design. The most important function

of statistical description of data reminds the researcher not to assume any

more about the results the data warrant.

In realizing the purpose of this study, the following statistical tools are

used:
1. Frequency Count and Percentage

This is used to describe the data gathered in the profile of the

respondents specially in problem number 1.

2. Weighted Mean

This refers to the average sum of set values found by adding all

values and diving by the total number of values. This is used to answer

research question 2 in order to assess the attitudes of students on use

of facial skin enhancers. Below is the formula given as:

∑x
𝑥=
n

Where :

x = mean

∑ x= sum of all data values

n = number of responses

Descriptive Equivalent

A four-point scale is used in this study as a guide to answer the

questionnaire.
 For the Attitude:

Scale Mean Qualitative Symbol Interpretation

Range Description (Symbol)
4 3.51 – 4.00 Strongly Agree SA Very Good (VG)
3 2.51 – 3.50 Agree A Good (G)
2 1.51 – 2.50 Disagree D Fair (F)
1 1.00 – 1.50 Strongly SD Poor (P)
Disagree

For the Learning Style:

Scale Mean Qualitative Symbol Interpretation

Range Description (Symbol)
4 3.51 – 4.00 Always Applies SA Not Visual / Not
For Me Auditory / Not
Kinesthetic
3 2.51 – 3.50 Sometimes A Somewhat Visual
Applies For Me / Somewhat
Auditory /
Somewhat
Kinesthetic
2 1.51 – 2.50 Rarely Applies D Almost Visual /
For Me Almost Auditory /
Almost
Kinesthetic
1 1.00 – 1.50 Never Applies SD Highly Visual /
For Me Highly Auditory /
Highly Kinesthetic

3. Standard Deviation

It is a measurement that indicates the average deviation or

variation of all the values in a set of values from the mean value of

those data. It is the most widely used measure of variability when

 interval data is obtained (Nieswiadomy, 2017). This was used as a

requirement for other statistical measures used in this study.

Formula is as follows:

∑(𝑥 − 𝑥̅ )2
𝜎= √
𝑛

Where:

𝜎 = standard deviation

x= each value in the data set

ˉx = mean of valuable in the data set

N = number of value in the data set

4. ANOVA

This test wass used in determining the significant differences in

the assessment of attitude and learning style of students using facial

skin enhancers when grouped according to demographic information

of the respondents.

5. PEARSON’S R

Pearson’s R is used to measure the relationship between

students assessment of attitudes with their learning style

Decision Criteria

The data is statistically treated using the following statistical tools:

frequency and percentage, weighted mean, ANOVA, and Pearson r

correlation coefficient. The data were set at a 0.05 level of significance.

Furthermore, the null hypotheses were accepted if the computed value is

greater than the set value of 0.05 level of significance; otherwise, they were

rejected.
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is composed of the findings of the study. It presents the

demographic profile of the students using facial skin enhancers at Bojonegoro

Midwifery Academy and their assessment on the attitudes and learning styles.

I. Profile of the Student Respondents

1.1. Age

Table 1 presents the profile of the student respondents in

terms of age.

Table 1
Frequency Distribution of Student Respondents’ Profile in
Terms of Age
Age Frequency Percentage

17 years old and below 17 18.7 %

18-19 years old 44 48.4 %

20 years old and above 30 33.0 %

Total 91 100%

As shown in the table above, seventeen (17) or about

18.7 % of the student respondents in terms of age are 17 years

old and below, forty-four (44) or about 48.4 % are 18-19 years

old, and thirty (30) or about 33.0 % are 20 years old and above.
 The older the person's thinking will grow and develop.

Age affects the capability, mindset and attitude of a person. The

more ages will be growing and developing also the ability to

catch, mindset and attitude, so that the knowledge gained

better. The older the wiser, the more information it encounters

and the more things it does to increase its knowledge.

Age is one of the factors that influence one's attitude and

behavior. According Suryabudhi (2003) someone who leads a

normal life can be assumed that the longer the life the more

experience, the wider knowledge, the deeper his expertise and

the better the wisdom in decision making his actions.

1.2. Year Level

Table 2 presents the profile of the student respondents in

terms of year level.

Table 2
Frequency Distribution of Student Respondents’ Profile in
Terms of Year Level
Year Level Frequency Percentage

First year 25 27.5 %

Second year 18 19.8 %

Third year 48 52.7 %

Total 91 100%
 As shown in the table above, twenty-five (25) or about

27.5 % of the student respondents in terms of year level are first

year, eighteen (18) or about 19.8 % are second year, and forty-

eight (48) or about 52.7 % are third year.

The learning system in vocational education such as

midwifery diploma is slightly different from the pursuit system in

other higher education. In vocational education in the first year

students will get more theories about the profession they

choose, they will learn more in the classroom. In the second

year, students have started practicum in the laboratory and for

third-grade students they do more practicum in the practice

area.

According to Pipit Nurfitriana (2016) First-year students

when entering college certainly make adjustments to their

environment, from the transition to the Junior High School

Higher Education. During the adjustment process, first-year

students undergo various changes that occur in the university

environment both academically and socially, with the changes

that happen to appear the problems experienced by first-year

students.
1.3. Monthly Income

Table 3 presents the profile of the student respondents in

terms of monthly income.

Table 3
Frequency Distribution of Student Respondents’ Profile in
Terms of Monthly Income
Monthly Income Frequency Percentage

Rp. 500.000,- and below 7 7.7 %

Rp. 500.001,- to Rp. 1.000.000,- 40 44.0 %

Rp. 1.000.001,- and above 44 48.4 %

Total 91 100%

As shown in the table above, seven (7) or about 7.7 % of

the student respondents in terms of monthly income are Rp.

500.000,- and below, forty (40) or about 44.0 % are Rp.

500.001,- to Rp. 1.000.000,-, and forty-four (44) or about 48.4 %

are Rp. 1.000.001,- and above.

To get a satisfactory learning achievement is also

influenced by many factors, one of which is allowance.

Allowance is money given by parents with money planning is

used as for transportation or student saving. Allowance can

affect learning achievement because it can make student

become more enthusiasm to learn.

 According to Apri Dwi Astuti (2012) in his research on the

influence of learning independence and allowance to the

achievement of learning basic economic competence of class

VIII and VIII. The results of study concluded that the

independence of learning and allowance have a positive

influence both the achievement of basic economic competence

of class VII and VIII SMP Semesta Boarding school semarang

academic year 2011/2012.

II. The Attitudes of Student Respondents

Table 4 presents the assessment of the student respondents’

attitudes who are using facial skin enhancers.

Table 4
Attitudes of Student Respondents Who are Using Facial Skin Enhancers
Qualitative
Attitude Mean Interpretation
Description
1. Midwifery student should look Highly
3.81 Very Good
good Agree
2. Good-looking can improve self- Highly
3.60 Very Good
confidence Agree
3. My friends and lecturers are
Highly
happy to see me because I am 3.65 Very Good
Agree
good-looking
4. When I feel a comfortable with
myself, I am easy to accept 3.37 Agree Good
lessons in class
5. I feel a loss if I miss or do not pay
attention when the teacher
3.47 Agree Good
explains because I cannot
understand the next subject
 matter.
6. Keeping the appearance is
Highly
necessary so that the person 3.53 Very Good
Agree
near us is always comfortable.
7. With an attractive appearance I
am more confident in speaking in 3.40 Agree Good
front of the class.
8. When I have difficulty in solving
problems, I always try to ask
3.38 Agree Good
teachers and friends who
understand.
9. My friends and lecturers are easy
to know me because I always 3.21 Agree Good
look neat and attractive
10.In classroom discussion activities,
I dare to argue, ask questions, or 3.38 Agree Good
answer questions
Over-all Mean 3.48 Agree Good
Legend: 3.51-4.00 Highly Agree/Very Good; 2.51-3.50 Agree/Good; 1.51-2.50 Disagree/Fair;
1.00-1.50 Highly Disagree/Poor

As shown in the table 4, the attitudes of student respondents

highly agree that midwifery students should look good, good-looking

can improve self-confidence, my friends and lecturers are happy to

see me because I am good-looking, and keeping the appearance is

necessary so that the person near us is always comfortable with the

mean values 3.81, 3.60, 3.65 and 3.53 respectively.

The attitudes of student respondents agree that when I feel

comfortable with myself, I am easy to accept lessons in class, I feel a

loss if I miss or do not pay attention when the teacher explains

because I cannot understand the next subject matter, With an

attractive appearance I am more confident in speaking in front of the

class, when I have difficulty in solving problems, I always try to ask

teachers and friends who understand, My friends and lecturers are

easy to know me because I always look neat and attractive, and in

classroom discussion activities, I dare to argue, ask questions, or

answer questions with the mean values 3.37, 3.47, 3.40, 3.38, 3.21,

and 3.38 respectively.

The over-all mean value of 3.48 indicates that the attitudes of

student respondents who are using facial skin enhancers of

Bojonegoro Midwifery Academy are good.

Medical and health students usually look neat, fragrant, and

the clothes they use reflect that he is clean. Of course they are

required to always look clean to be convincing.

Confidence is the attitude of trust and confidence in the ability

possessed, which can help a person to see himself with a positive

and realitis so that he is able to socialize well with others. A person

who always assumes that he has no ability, feels himself worthless, is

a self-image of someone with low self-esteem that can have an

impact on low learning achievement.

According to Leny Hartati (2013) studied the effect of learning

style and attitudes of students in math on math learning outcomes.

From the data processing obtained the result that the mathematical

learning of students who have a positive attitude at a higher math

than students who have a negative attitude on math.

Yasinta Monika Bhiju Dapa (2014) conducted a study on the

correlation between students’ attitudes toward learning physic with

the results of learning physics at class X-A SMA Negeri 4 Yogyakarta.

The results are (1) the description of the average value and standard

deviation indicate that the variable attitude of students toward

learning physics is on a neutral stance category and the variable

outcome studied physics is on high-yield categoty studied physics, (2)

the value of the correlation coefficient 0,356 indicates that there is a

positive correlation and high relationship between students attitudes

toward learning physics with the results of learning physics, (3) there

is a significance correlation between students’ attitudes toward

learning physic with the results of learning physics.

 According to Mustofa Rifki, 2008 in his research entitled The

Influence of Self Confidence Against Student Achievement

Achievement in SMA Islam Almaarif Singosari Malang. The results

showed that there is a positive or significant influence between self-

confidence in student achievement.

III. The Learning Styles of Student Respondents

3.1. Visual

The table 5 presents the assessment of student

respondents’ learning style in terms of visual.

Table 5
Student Respondents’ Assessment on their Learning Style in Terms of
Visual
Qualitative
Visual Mean Interpretation
Description
1. I enjoy doodling and even my notes
Always
have lots of pictures and arrows in 3.64 Not Visual
Applies
them.
2. I remember something better if I write it Sometimes Somewhat
3.49
down Applies Visual
3. I get lost or am late if someone tells me
Always
how to get to a new place, and O don’t 3.59 Not Visual
Applies
write down the direction.
4. When trying to remember someone’s
telephone number, or something new Sometimes Somewhat
2.52
like that, it helps me to get a picture of Applies Visual
it in my mind
5. If I am taking a test, I can “see” the
Sometimes Somewhat
textbook page and where the answer is 2.65
Applies Visual
located.
6. It helps me to look at the person while Sometimes Somewhat
2.73
listening; it keeps me focused. Applies Visual
7. Using flashcards helps me to retain Sometimes Somewhat
2.68
material for tests Applies Visual
8. It’s hard for me to understand what a
Sometimes Somewhat
person is saying when there are 2.51
Applies Visual
people talking or music playing.
9. It’s hard for me to understand a joke Rarely
2.43 Almost Visual
when someone tells me Applies
10.It is better for me to get work done in a Sometimes Somewhat
3.32
quiet place Applies Visual
Sometimes Somewhat
Composite Mean 2.95
Applies Visual
Legend: 3.51-4.00 Always Applies/Not Visual; 2.51-3.50 Sometimes Applies/Somewhat
Visual; 1.51-2.50 Rarely Applies/Almost Visual; 1.00-1.50 Never Applies/Highly
Visual

Table 5 shows that student respondents’ learning style

in terms of visual always applies that I enjoy doodling and even

my notes have lots of pictures and arrows in them and I get

lost or am late if someone tells me how to get to a new place,

and I don’t write down the directions with the mean values 3.64

and 3.59 respectively.

The student respondents’ learning style in terms of

visual sometimes applies that I remember something better if I

write it down, when trying to remember someone’s telephone

number, or something new like that, it helps me to get a picture

of it in my mind, if I am taking a test, I can “see” the textbook

page and where the answer is located, it helps me to look at

the person while listening; it keeps me focused, using

flashcards helps me to retain material for tests, it’s hard for me

to understand what a person is saying when there are people

talking or music playing, and it is better for me to get work

done in a quiet place with the mean values 3.49, 2.52, 2.62,

2.65, 2.73, 2.68, 2.51 and 3.32 respectively. The student

respondents’ learning style in terms of visual rarely applies It’s

hard for me to understand a joke when someone tells me with

the mean values 2.43.

The composite mean value of 2.95 indicates that the

student respondents’ learning style in terms of visual is

somewhat visual.

The student respondents use the visual style, they

prefer using images, pictures, colors, and maps to organize

information and communicate with others. they can easily

visualize objects, plans and outcomes in your mind's eye. They

also have a good spatial sense, which gives them a good

sense of direction. The student respondents can easily find

their way around using maps, and they rarely get lost. When

they walk out of an elevator, they instinctively know which way

to turn.
 According to Ariesta Kartika Sari, 2014, in his research

entitled Analysis of learning style characteristic of student of

education of class of 2014. The result of research indicate that

class A study style is dominated by visual learning style (53%).

According to Jensen and Nickelsen (2012) Individuals

who fall into this category typically learn through what they are

able to see with their own eyes. Visual learners have a

tendency to describe everything that they see in terms of

appearances. These learners love visual aids such as photos,

diagrams, maps and graphs. Visual learners frequently are

good writers and will commonly perform quite well on written

assignments.

3.2. Auditory

The table 6 presents the assessment of student

respondents’ learning style in terms of auditory.

Table 6
Student Respondents’ Assessment on their Learning Style in Terms of
Auditory
Qualitative
Auditory Mean Interpretation
Description
1. My written work doesn’t look neat
Always
to me. My papers have crossed- 3.66 Not Auditory
Applies
out words and erasures
 2. It helps to use my finger as a
Always
pointer when reading to keep my 3.52 Not Auditory
Applies
place.
3. Papers with very small print,
Always
blotchy dittos or poor copies are 3.67 Not Auditory
Applies
tough on me
4. I understand how to do something
if someone tells me, rather than Sometimes Somewhat
2.35
having to read the same thing to Applies Auditory
myself
5. I remember things that I hear,
Sometimes Somewhat
rather than things that I see or 2.46
Applies Auditory
read
6. Writing is tiring. I press down too Sometimes Somewhat
2.48
hard with my pen or pencil Applies Auditory
7. My eyes get tired fast, even
Sometimes Somewhat
though the eye doctor says that 2.59
Applies Auditory
my eyes are ok
8. When I read, I mix up words that
Sometimes Somewhat
look alike, such as “them” and 2.53
Applies Auditory
“then”, “bad”, and “dad”
9. It’s hard for me to read other Sometimes Somewhat
2.56
people’s handwriting Applies Auditory
10. If I had the choice to learn new
information through a lecture or Sometimes Somewhat
3.38
textbook, I would choose to hear it Applies Auditory
rather than read it.
Sometimes Somewhat
Composite Mean 2.92
Applies Auditory
Legend: 3.51-4.00 Always Applies/Not Auditory; 2.51-3.50 Sometimes Applies/Somewhat
Auditory; 1.51-2.50 Rarely Applies/Almost Auditory; 1.00-1.50 Never Applies/Highly
Auditory

Table 6 shows that student respondents’ learning style

in terms of auditory always applies that my written work

doesn’t look neat to me. My papers have crossed-out words

and erasures, It helps to use my finger as a pointer when

reading to keep my place, and papers with very small print,

blotchy dittos or poor copies are tough on me with the mean

values 3.66, 3.52 and 3.67 respectively.

The student respondents’ learning style in terms of

auditory sometimes applies that I understand how to do

something if someone tells me, rather than having to read the

same thing to myself, I remember things that I hear, rather

than things that I see or read, writing is tiring. I press down too

hard with my pen or pencil, my eyes get tired fast, even though

the eye doctor says that my eyes are ok, when I read, I mix up

words that look alike, such as “them” and “then,” “bad” and

“dad.”, it’s hard for me to read other people’s handwriting and If

I had the choice to learn new information through a lecture or

textbook, I would choose to hear it rather than read it with the

mean values 2.35, 2.46, 2.48, 2.59, 2.53, 2.56 and 3.38

respectively.

The composite mean value of 2.92 indicates that the

student respondents’ learning style in terms of auditory is

somewhat auditory.
 The student respondents use the aural styles; they like

to work with sound and music. They have a good sense of

pitch and rhythm. They typically can sing, play a musical

instrument, or identify the sounds of different instruments.

Certain music invokes strong emotions. You notice the music

playing in the background of movies, TV shows and other

media. The student respondents often find their self humming

or tapping a song or jingle, or a theme or jingle pops into their

head without prompting.

Ika Syukrun Nikmawati (2014) studied the correlation

learning styles seventh grade students with learning outcomes

subject cultural history of Islam in Junior High School (SMP)

Durenan Islamic Psychology. The result of the study that there

was again a significant positive correlation of visual learning

style of students of class VII with the results of study subjects

in the Cultural History of Islamic Junior High School (SMP)

Durenan Islamic Trenggalek.

According to Jensen and Nickelsen (2012), Auditory

style (auditory learner) is learning style where learner or

students are very good in listening. They tend to absorb

 information in a more efficient manner through sounds, music,

discussions, teachings, etc. These individuals will be more

likely to record lectures so that they can replay them at a later

time for study purposes. Auditory learners appreciate books on

tape and may find that reading aloud will help them to retain

information. Rather than written reports, auditory learners tend

to do better on oral presentations and reports.

3.3. Kinesthetic

The table 7 presents the assessment of student

respondents’ learning style in terms of kinesthetic.

Table 7
Student Respondents’ Assessment on their Learning Style in Terms of
Kinesthetic
Qualitative
Kinesthetic Mean Interpretation
Description
1. I don’t like to read directions; Always Not
3.66
I’d rather start doing Applies Kinesthetic
2. I learn best when I am shown
Always Not
how to do something, and I 3.52
Applies Kinesthetic
have the opportunity to do it
3. Studying at a desk is not for Sometimes Somewhat
me 3.47
Applies Kinesthetic
4. I tend to solve problems
through a more trial-and-error Sometimes Somewhat
2.80
approach, rather than from a Applies Kinesthetic
step-by-step method
5. Before I follow directions, it
Sometimes Somewhat
helps me to see someone 2.81
Applies Kinesthetic
else do it first
 6. I find myself needing frequent Sometimes Somewhat
2.85
breaks while studying Applies Kinesthetic
7. I am not skilled in giving
Sometimes Somewhat
verbal explanations or 2.87
Applies Kinesthetic
directions
8. I do not become easily lost, Sometimes Somewhat
2.80
even in strange surroundings Applies Kinesthetic
9. I think better when I have the Sometimes Somewhat
2.71
freedom to move around Applies Kinesthetic
10. When I can’t think of a
specific word, I’ll use my
Sometimes Somewhat
hands a lot and call 3.44
Applies Kinesthetic
something a “what-cha-ma-
call-it” or a “thing-a-ma-jog”
Sometimes Somewhat
Composite Mean 3.09
Applies Kinesthetic
Legend: 3.51-4.00 Always Applies/Not Kinesthetic; 2.51-3.50 Sometimes Applies/Somewhat
Kinesthetic; 1.51-2.50 Rarely Applies/Almost Kinesthetic; 1.00-1.50 Never Applies/
Highly Kinesthetic

Table 7 shows that student respondents’ learning style

in terms of kinesthetic always applies that I don’t like to read

directions; I’d rather just start doing and I learn best when I am

shown how to do something, and I have the opportunity to do it

with the mean values 3.66 and 3.52 respectively.

The student respondents’ learning style in terms of

kinesthetic sometimes applies that studying at a desk is not

for me, I tend to solve problems through a more trial-and-error

approach, rather than from a step-by-step method, Before I

follow directions, it helps me to see someone else do it first, I

find myself needing frequent breaks while studying, I am not

skilled in giving verbal explanations or directions, I do not

become easily lost, even in strange surroundings, I think better

when I have the freedom to move around and When I can’t

think of a specific word, I’ll use my hands a lot and call

something a “what-cha-ma-call-it” or a “thing-a-ma-jig.” with

the mean values 3.47, 2.80, 2.81, 2.85, 2.87, 2.80, 2.71 and

3.44 respectively.

The composite mean value of 2.95 indicates that the

student respondents’ learning style in terms of kinesthetic is

somewhat kinesthetic.

Kinesthetic learners do best while touching and moving.

It also has two sub-channels: kinesthetic (movement) and

tactile (touch). They tend to lose concentration if there is little

or no external stimulation or movement. When listening to

lectures they may want to take notes for the sake of moving

their hands. When reading, they like to scan the material first,

and then focus in on the details (get the big picture first). They

typically use color high lighters and take notes by drawing

 pictures, diagrams, or doodling. To integrate this style into the

learning environment:

According to Jensen and Nickelsen (2012), Kinesthetic

style is where students or learners are to do tactile learning.

This means that they learn best through moving, doing, acting

out and touching. Projects that are hands-on in nature are best

for kinesthetic learners. Kinesthetic learners tend to become

frustrated when they must sit for long periods of time. They

enjoy conducting experiments, exploring and performing tasks.

The table 8 presents the assessment of student

respondents’ learning styles who are using facial skin

enhancers.

Table 8
Summary on Student Respondents’ Assessment on their Learning Style
Learning Style Mean Qualitative Description Interpretation
1. Visual Somewhat
2.95 Sometimes Applies
Visual
2. Auditory Somewhat
2.92 Sometimes Applies
Auditory
3. Kinesthetic Somewhat
3.09 Sometimes Applies
Kinesthetic
Over-all Mean 2.99 Sometimes Applies Somewhat
Legend: 3.51-4.00 Always Applies/Not Visual/Auditory/Kinesthetic; 2.51-3.50 Sometimes
Applies/Somewhat Visual/Auditory/Kinesthetic; 1.51-2.50 Rarely Applies/Almost
Visual/Auditory/Kinesthetic; 1.00-1.50 Never Applies/ Highly
Visual/Auditory/Kinesthetic
 Table 8 shows that student respondents’ learning styles

are somewhat visual, somewhat auditory and somewhat

kinesthetic with the mean values 2.95, 2.92 and 3.09

respectively.

The result reveals that student respondents’ learning

styles are somewhat visual, somewhat auditory and somewhat

kinesthetic. This indicates that student respondents have a

more even mixture of two or less commonly, three styles.

When students know their preferred learning style(s) they

understand the type of learning that best suits them. This

enables them to choose the types of learning that work best for

them. There is no right or wrong learning style. The point is

that there are types of learning that are right for their own

preferred learning style.

The student respondents have different learning styles

with each other. A student may be inclined to a visual learning

style, some choose an auditory, and some prefer a kinesthetic

learning style. The existence of this difference depends on

each individual. Each student has different learning abilities

 based on his style. Learning is a mental activity that involves

the brain's ability to process, absorb, and convey information.

Not every student has the same way to get a good quality of

learning.

According to Janet Renou (2012) in his study, the

results do not show any statistically significant advantage to

preferring one learning style over another (i.e. visual, auditory,

kinesthetic or a combination) with respect to success (course

grade) in a French language course. This may be good news

for the foreign language student and for the foreign language

instructor since having a particular learning-style preference in

this study did not provide an advantage or disadvantage for the

learning outcome.

IV. Differences in the Assessment of Student Respondents on Their

Attitudes Who Are Using Facial Skin Enhancers When Their Profiles

Are Taken As Test Factors

The differences in the assessment of student respondents on

their attitudes who are using facial skin enhancers when their

grouped according to profile are hereby presented.

 Table 9
Differences in the Attitude of Student Respondents who are Using
Facial Skin Enhancers when they are grouped according to Age
F-
Decision Interpretat
Attitude Age Mean SD val Sig
on Ho ion
ue
17 years
old & 3.65 0.49
below
1. Midwifery student 18-19 Not
3.84 0.37 1.9 0.15 Accepted
should look good years old Significant
20 years
old & 3.87 0.35
above
17 years
old & 3.24 0.83
below
2. Good-looking can
18-19
improve self- 3.68 0.47 4.7 0.01 Rejected Significant
years old
confidence
20 years
old & 3.70 0.47
above
17 years
old & 3.29 0.47
3. My friends and below
lecturers are happy 18-19
3.59 0.54 11.5 0.00 Rejected Significant
to see me because I years old
am good looking 20 years
old & 3.93 0.25
above
17 years
old & 2.82 0.64
4. When I feel a
below
comfortable with
18-19
myself, I am easy to 3.39 0.58 12.3 0.00 Rejected Significant
years old
accept lessons in
20 years
class
old & 3.67 0.48
above
17 years
5. I feel a loss if I miss old & 3.00 0.61
or do not pay below
attention when the
18-19
teacher explains 3.41 0.54 15.2 0.00 Rejected Significant
years old
because I cannot
understand the next 20 years
subject matter. old & 3.83 0.38
above
17 years
6. Keeping the old & 2.82 0.81
appearance is below
necessary so that 18-19
3.52 0.59 21.5 0.00 Rejected Significant
the person near us years old
is always 20 years
comfortable old & 3.93 0.25
above
 17 years
old & 3.00 0.61
7. With an attractive
below
appearance I am
18-19
more confident in 3.39 0.58 7.0 0.00 Rejected Significant
years old
speaking in front of
20 years
the class.
old & 3.63 0.49
above
17 years
8. When I have old & 3.00 0.87
difficulty in solving below
problems, I always 18-19
3.45 0.63 3.8 0.03 Rejected Significant
try to ask teachers years old
and friends who 20 years
understand. old & 3.50 0.51
above
17 years
old & 2.53 0.72
9. My friends and
below
lecturers are easy to
18-19 14.5
know me because I 3.34 0.57 0.00 Rejected Significant
years old 7
always look neat
20 years
and attractive
old & 3.40 0.50
above
17 years
old & 3.12 0.49
10. In classroom
below
discussion activities,
18-19
I dare to argue, ask 3.34 0.71 3.4 0.04 Rejected Significant
years old
questions, or answer
20 years
questions
old & 3.60 0.56
above
17 years
old & 3.05 0.29
below
18-19
Over-all 3.50 0.23 48.5 0.00 Rejected Significant
years old
20 years
old & 3.71 0.16
above

As shown in the table 9, the item of midwifery student should

look good the student respondents, who are in the 17 years old and

below had obtained a mean value 3.65 and standard deviation of

0.49, those within 18-19 years old had obtained a mean value 3.84

and standard deviation of 0.37, and those who are 20 years old and
above had obtained a mean value 3.87 and standard deviation of

0.35 on attitudes. This yielded a computer F-value of 1.9 and a

significant value of 0.00 which is higher than the set 0.05 level of

significance. Hence the null hypothesis is accepted which is indicates

that there is no significant difference in the attitude of student

respondents who are using facial skin enhancers terms of midwifery

student should look good when they are grouped according to age.

As shown in the table 9, the student respondents who are in

the 17 years old and below had obtained a mean value 3.05 and

standard deviation of 0.29, those within 18-19 years old had obtained

a mean value 3.50 and standard deviation of 0.23, and those who are

20 years old and above had obtained a mean value 3.71 and

standard deviation of 0.16 on attitudes. This yielded a computer F-

value of 48.5 and a significant value of 0.00 which is lower than the

set 0.05 level of significance. Hence the null hypothesis is rejected

which is indicates that there is significant difference in the attitude of

student respondents who are using facial skin enhancers when they

are grouped according to age.

Increasing the age of a person, then will also increase the

maturity of the person, and automatically they will be wise in all

 things, whether treatment, way of thinking, acting or in speaking. The

longer a person lives then the more experience you have gained; this

will certainly affect their thinking and attitude in acting.

According to Maulana, Heri D.J. (2009), the formation and

change of attitude because the individual has knowledge, experience,

intelligence and age. According to Azwar, S. (2005), the formation of

attitudes of several factors, namely personal experience, culture,

others considered important, mass media, institutions and religious

institutions, and emotional factors in individuals.

Table 10
Differences in the Attitude of Student Respondents Who are Using
Facial Skin Enhancers When they are Grouped According to Year Level
F-
Decision Interpretat
Attitude Year Level Mean SD val Sig
on Ho ion
ue
First Year 3.76 0.44
1. Midwifery student Second
3.78 0.43 0.56 0.57 Accepted
Not
should look good Year Significant
Third Year 3.85 0.36
First Year 3.52 0.71
2. Good-looking can Second Not
improve self- 3.61 0.61 0.39 0.68 Accepted
Year Significant
confidence
Third Year 3.65 0.48

3. My friends and First Year 3.44 0.51

lecturers are happy Second
3.61 0.61 3.85 0.03 Rejected Significant
to see me because I Year
am good looking Third Year 3.77 0.42
4. When I feel a First Year 3.20 0.76
comfortable with Second Not
myself, I am easy to 3.33 0.59 1.71 0.19 Accepted
Year Significant
accept lessons in
class Third Year 3.48 0.55
5. I feel a loss if I miss First Year 3.12 0.60
or do not pay
attention when the Second
3.56 0.51
teacher explains Year 7.26 0.00 Rejected Significant
because I cannot
understand the next Third Year 3.63 0.53
subject matter.
6. Keeping the First Year 3.00 0.82
appearance is Second 13.7
necessary so that 3.67 0.49 0.00 Rejected Significant
Year 4
the person near us is
always comfortable Third Year 3.75 0.48
7. With an attractive First Year 3.28 0.61
appearance I am Second Not
more confident in 3.33 0.69 1.05 0.36 Accepted
Year Significant
speaking in front of
the class. Third Year 3.48 0.55
8. When I have First Year 3.20 0.82
difficulty in solving Second
problems, I always 3.50 0.62 Not
Year 1.41 0.25 Accepted
try to ask teachers Significant
and friends who Third Year 3.44 0.58
understand.
9. My friends and First Year 2.88 0.78
lecturers are easy to Second
know me because I 3.44 0.70 5.07 0.01 Rejected Significant
Year
always look neat and
attractive Third Year 3.29 0.50
10. In classroom First Year 3.24 0.52
discussion activities, Second Not
I dare to argue, ask 3.22 0.73 2.33 0.10 Accepted
Year Significant
questions, or answer
questions Third Year 3.52 0.65
First Year 3.26 0.37
Second 10.2
Over-all 3.51 0.32 0.00 Rejected Significant
Year 8
Third Year 3.59 0.22

As shown in the table 10, the item of midwifery student

should look good, the student respondents, who are in the first year

had obtained a mean value 3.76 and standard deviation of 0.44,

those within second year had obtained a mean value 3.78 and

standard deviation of 0.43, and those who are third year had obtained

a mean value 3.85 and standard deviation of 0.36 on attitudes. This

yielded a computer F-value of 0.56 and a significant value of 0.57

which is higher than the set 0.05 level of significance. Hence the null

hypothesis is accepted which is indicates that there is no significant

difference in the attitude of student respondents who are using facial

skin enhancers term of midwifery student should look good when they

are grouped according to year level.

On item of good-looking can improve self-confidence, who

are in the first year had obtained a mean value 3.52 and standard

deviation of 0.71, those within second year had obtained a mean

value 3.61 and standard deviation of 0.61, and those who are third

year had obtained a mean value 3.65 and standard deviation of 0.48

on attitudes. This yielded a computer F-value of 0.39 and a significant

value of 0.68 which is higher than the set 0.05 level of significance.

Hence the null hypothesis is accepted which is indicates that there is

no significant difference in the attitude of student respondents who

are using facial skin enhancers term of good-looking can improve

self-confidence when they are grouped according to year level.

Shown in the table 10, Over-all, the student respondents who

are in the first year had obtained a mean value 3.26 and standard

deviation of 0.37, those within second year had obtained a mean

value 3.51 and standard deviation of 0.32, and those who are third

year had obtained a mean value 3.59 and standard deviation of 0.22
on attitudes. This yielded a computer F-value of 10.28 and a

significant value of 0.00 which is lower than the set 0.05 level of

significance. Hence the null hypothesis is rejected which is indicates

that there is significant difference in the attitude of student

respondents who are using facial skin enhancers when they are

grouped according to year level.

On vocational education in the first year students will get

more theories about the profession they choose, they will learn more

in the classroom. In the second year, students have started practicum

in the laboratory and for third-grade students they do more practicum

in the practice area.

Student respondents maintain their appearance to improve

their feelings of comfort and confidence. A sense of comfort will help

them in receiving lessons and they are more courageous in speaking

in front of the class. In midwifery education, every student should be

able to maintain their appearance to improve the professional image

of the midwife and the campus. If their appearance is not good, the

lecturers will admonish them to improve their performance.

According to Pipit Nurfitriana (2016) First-year students when

entering college certainly make adjustments to their environment,

from the transition to the Junior High School Higher Education. During

the adjustment process, first-year students undergo various changes

 that occur in the university environment both academically and

socially, with the changes that happen to appear the problems

experienced by first-year students.

Table 11
Differences in the Attitude of Student Respondents Who are Using Facial Skin
Enhancers When they are Grouped According to Monthly Allowance
F-
Monthly Decision Interpretat
Attitude Mean SD valu Sig
Allowance e on Ho ion
Rp.500,00
3.86 0.38
0 & below
Rp.500,00
1. Midwifery student 1 to 3.83 0.38
0.11 0.90 Accepted
Not
should look good 1,000,000 Significant
Above
Rp.1,000,0 3.80 0.41
00
Rp.500,00
3.71 0.49
0 & below
Rp.500,00
2. Good-looking can 1 to 3.65 0.53 Not
improve self- 0.48 0.62 Accepted
1,000,000 Significant
confidence
Above
Rp.1,000,0 3.55 0.63
00
Rp.500,00
3.57 0.53
0 & below
3. My friends and Rp.500,00
lecturers are happy 1 to 3.65 0.53 Not
0.90 0.91 Accepted
to see me because I 1,000,000 Significant
am good looking Above
Rp.1,000,0 3.66 0.48
00
Rp.500,00
3.29 0.49
0 & below
4. When I feel a Rp.500,00
comfortable with 1 to 3.25 0.67 Not
myself, I am easy to 1.77 0.18 Accepted
1,000,000 Significant
accept lessons in
Above
class
Rp.1,000,0 3.50 0.59
00
Rp.500,00
5. I feel a loss if I miss 0 & below
3.71 0.49
or do not pay Rp.500,00
attention when the 1 to 3.45 0.64 Not
teacher explains 0.65 0.53 Accepted
1,000,000 Significant
because I cannot
Above
understand the next
Rp.1,000,0 3.45 0.55
subject matter.
00
 Rp.500,00
3.741 0.49
6. Keeping the 0 & below
appearance is Rp.500,00
necessary so that 1 to 3.48 0.72 Not
0.40 0.67 Accepted
the person near us 1,000,000 Significant
is always Above
comfortable Rp.1,000,0 3.55 0.66
00
Rp.500,00
3.14 0.69
0 & below
7. With an attractive Rp.500,00
appearance I am 1 to 3.40 0.59 Not
more confident in 0.71 0.49 Accepted
1,000,000 Significant
speaking in front of
Above
the class.
Rp.1,000,0 3.43 0.59
00
Rp.500,00
3.43 0.53
8. When I have 0 & below
difficulty in solving Rp.500,00
problems, I always 1 to 3.35 0.80 Not
0.10 0.91 Accepted
try to ask teachers 1,000,000 Significant
and friends who Above
understand. Rp.1,000,0 3.41 0.54
00
Rp.500,00
3.00 0.15
0 & below
9. My friends and Rp.500,00
lecturers are easy to 1 to 3.13 0.61 Not
know me because I 1.29 0.28 Accepted
1,000,000 Significant
always look neat
Above
and attractive
Rp.1,000,0 3.32 0.60
00
Rp.500,00
3.29 0.49
0 & below
10. In classroom Rp.500,00
discussion activities, 1 to 3.35 62 Not
I dare to argue, ask 0.25 0.78 Accepted
1,000,000 Significant
questions, or answer
Above
questions
Rp.1,000,0 3.43 0.70
00
Rp.500,00
3.47 0.38
0 & below
Rp.500,00
1 to 3.45 0.33 Not
Over-all 0.33 0.72 Accepted
1,000,000 Significant
Above
Rp.1,000,0 3.51 0.30
01

As shown in the table 11, term of midwifery student should

look good, the student respondents who has monthly allowance Rp.
500,000 and below had obtained a mean value 3.86 and standard

deviation of 0.38, those has monthly allowance Rp. 500,001 to

1,000,000 had obtained a mean value 3.83 and standard deviation of

0.38, and those who has monthly allowance Rp. 1,000,001 and above

had obtained a mean value 3.80 and standard deviation of 0.41 on

attitudes. This yielded a computer F-value of 0.11 and a significant

value of 0.90 which is higher than the set 0.05 level of significance.

Hence the null hypothesis is accepted which is indicates that there is

no significant difference in the attitude of student respondents who

are using facial skin enhancers on term midwifery student should look

good when they are grouped according to monthly allowance.

As shown in the table 11, the student respondents who has

monthly allowance Rp. 500,000 and below had obtained a mean

value 3.47 and standard deviation of 0.38, those has monthly

allowance Rp. 500,001 to 1,000,000 had obtained a mean value 3.45

and standard deviation of 0.33, and those who has monthly allowance

Rp. 1,000,001 and above had obtained a mean value 3.51 and

standard deviation of 0.30 on attitudes. This yielded a computer F-

value of 0.33 and a significant value of 0.72 which is higher than the

set 0.05 level of significance. Hence the null hypothesis is accepted

which is indicates that there is no significant difference in the attitude

of student respondents who are using facial skin enhancers when

they are grouped according to monthly allowance.

Most women always care about the appearance; they will do

anything to keep the appearance in order to stay always attractive

and beautiful. Although inner beauty is said to be more important than

physical appearance, the reality of outer appearance is actually the

most influential. Student respondent always maintain the appearance

to be more confident wherever they are. Student respondents who

maintain their appearance do not have to have much money; they

can always set aside a budget to maintain their appearance.

According to Nandityasari, (2009) For many modern women

appeared greatly affect her appearance and often of concern is skin,

especially facial skin. This makes the use of a variety of whitening

cosmetics as a shortcut promising. Healthy skin will leave a fresh

impression so that faces appear bright and clean. Various cosmetic

whitening faces with a variety of brands, types, and lucrative

advertising are springing up like mushrooms in the rainy season. This

is consistent with another study that 70% -80% of women in Asia (ie:

China, Thailand, Taiwan, and Indonesia) would like to have whiter

skin. Meanwhile, in Indonesia from 85% of the population of women

 with dark skin as much as 55% of them wanted her skin became

whiter. (Nandityasari, 2009)

V. Differences in the Assessment of Student Respondents on Their

Learning Styles Who Are Using Facial Skin Enhancers When Their

Profiles Are Taken As Test Factors

The differences in the assessment of student respondents on

their learning styles who are using facial skin enhancers when their

grouped according to profile are hereby presented.

Table 12
Differences in the Assessment of Student Respondents Who are Using
Facial Skin Enhancers on their Learning Style When they are Grouped
According to Age
Decision Interpretat
Learning Style Age Mean SD F-value Sig
on Ho ion
17 years old &
3.41 0.36
below
18-19 years
1. Visual 2.98 0.62 11.6 0.00 Rejected Significant
old
20 years old &
2.67 0.38
above
17 years old &
2.82 0.36
below
18-19 years Not
2. Auditory 2.91 0.36 1.37 0.26 Accepted
old Significant
20 years old &
2.99 0.31
above
17 years old &
2.89 0.26
below
18-19 years
3. Kinesthetic 3.11 0.37 3.92 0.03 Rejected Significant
old
20 years old &
3.19 0.39
above
17 years old &
3.04 0.19
below
18-19 years Not
Over-all 3.00 0.25 0.87 0.42 Accepted
old Significant
20 years old &
2.95 0.21
above
 As shown in the table 12, the student respondents who are in

the 17 years old and below had obtained a mean value 3.41 and

standard deviation of 0.36, those within 18-19 years old had obtained

a mean value 2.98 and standard deviation of 0.62, and those who are

20 years old and above had obtained a mean value 2.67 and

standard deviation of 0.38 on learning styles on term of visual. This

yielded a computer F-value of 11.6 and a significant value of 0.00

which is lower than the set 0.05 level of significance. Hence the null

hypothesis is rejected which is indicates that there is significant

difference in the learning styles on term of visual of student

respondents who are using facial skin enhancers when they are

grouped according to age.

As shown in the table 12, the student respondents who are in

the 17 years old and below had obtained a mean value 2.82 and

standard deviation of 0.36, those within 18-19 years old had obtained

a mean value 2.91 and standard deviation of 0.36, and those who are

20 years old and above had obtained a mean value 2.99 and

standard deviation of 0.31 on learning styles on term of Auditory. This

yielded a computer F-value of 1.37 and a significant value of 0.26

which is higher than the set 0.05 level of significance. Hence the null

hypothesis is accepted which is indicates that there is no significant

difference in the learning styles on term of visual of student

respondents who are using facial skin enhancers when they are

grouped according to age.

As shown in the table 12, the student respondents who are in

the 17 years old and below had obtained a mean value 2.89 and

standard deviation of 0.26, those within 18-19 years old had obtained

a mean value 3.11 and standard deviation of 0.37, and those who are

20 years old and above had obtained a mean value 3.19 and

standard deviation of 0.39 on learning styles on term of kinesthetic.

This yielded a computer F-value of 3.92 and a significant value of

0.03 which is lower than the set 0.05 level of significance. Hence the

null hypothesis is rejected which is indicates that there is significant

difference in the learning styles on term of kinesthetic of student

respondents who are using facial skin enhancers when they are

grouped according to age.

As shown in the table 12, the over-all, the student

respondents who are in the 17 years old and below had obtained a

mean value 3.04 and standard deviation of 0.19, those within 18-19

years old had obtained a mean value 3.00 and standard deviation of

0.25, and those who are 20 years old and above had obtained a

mean value 2.95 and standard deviation of 0.21 on learning styles.

This yielded a computer F-value of 0.87 and a significant value of

 0.42 which is higher than the set 0.05 level of significance. Hence the

null hypothesis is accepted which is indicates that there is no

significant difference in the learning styles of student respondents

who are using facial skin enhancers when they are grouped

according to age.

Learning styles as an approach that learners use in learning

or studying various subjects. A person's learning style is independent

of the student's age. Each child has different learning abilities based

on his style. Learning is a mental activity that involves the brain's

ability to process, absorb, and convey information.

Table 13
Differences in the Assessment of Student Respondents Who are Using
Facial Skin Enhancers on their Learning Style When they are Grouped
According to Year Level
Decision Interpretat
Learning Style Year Level Mean SD F-value Sig
on Ho ion
First Year 3.42 0.33
1. Visual Second Year 3.41 0.29 68.2 0.00 Rejected Significant
Third Year 2.54 0.39
First Year 2.93 0.32
Not
2. Auditory Second Year 2.98 0.43 0.47 0.63 Accepted
Significant
Third Year 2.89 0.33
First Year 2.90 0.25
3. Kinesthetic Second Year 2.91 0.33 14.5 0.00 Rejected Significant
Third Year 3.27 0.35
First Year 3.08 0.18
Over-all Second Year 3.10 0.25 9.2 0.00 Rejected Significant
Third Year 2.90 0.21
 As shown in the table 13, the student respondents who are in

the first year had obtained a mean value 3.42 and standard deviation

of 0.33, those within second year had obtained a mean value 3.41

and standard deviation of 0.29, and those who are third year had

obtained a mean value 2.54 and standard deviation of 0.39 on

learning styles on term visual. This yielded a computer F-value of

68.2 and a significant value of 0.00 which is lower than the set 0.05

level of significance. Hence the null hypothesis is rejected which is

indicates that there is significant difference in the learning styles on

visual of student respondents who are using facial skin enhancers

when they are grouped according to year level.

As shown in the table 13, the student respondents who are in

the first year had obtained a mean value 2.93 and standard deviation

of 0.32, those within second year had obtained a mean value 2.98

and standard deviation of 0.43, and those who are third year had

obtained a mean value 2.89 and standard deviation of 0.33 on

learning styles on term auditory. This yielded a computer F-value of

0.47 and a significant value of 0.63 which is higher than the set 0.05

level of significance. Hence the null hypothesis is accepted which is

indicates that there is no significant difference in the learning styles

on auditory of student respondents who are using facial skin

enhancers when they are grouped according to year level.

As shown in the table 13, the student respondents who are in

the first year had obtained a mean value 2.90 and standard deviation

of 0.25, those within second year had obtained a mean value 2.91

and standard deviation of 0.33, and those who are third year had

obtained a mean value 3.27 and standard deviation of 0.35 on

learning styles on term kinesthetic. This yielded a computer F-value

of 14.5 and a significant value of 0.00 which is lower than the set 0.05

level of significance. Hence the null hypothesis is rejected which is

indicates that there is significant difference in the learning styles on

kinesthetic of student respondents who are using facial skin

enhancers when they are grouped according to year level.

As shown in the table 13, over-all, the student respondents

who are in the first year had obtained a mean value 3.27 and

standard deviation of 0.18, those within second year had obtained a

mean value 3.08 and standard deviation of 0.25, and those who are

third year had obtained a mean value 2.90 and standard deviation of

0.21 on learning styles. This yielded a computer F-value of 9.2 and a

significant value of 0.00 which is lower than the set 0.05 level of
significance. Hence the null hypothesis is rejected which is indicates

that there is significant difference in the learning styles of student

respondents who are using facial skin enhancers when they are

grouped according to year level.

Student respondents' learning styles at different year levels

may be due to different ways of learning at every year level. As we

know that students at first year level are more accepting of the theory

in the class, second year level students have theoretical and practical

learning and while the third year level students have done much

practice than class theory. This is why there may be differences

between student learning styles at each level.

In the third level students they will be accustomed to

receiving learning in the form of practice. Therefore, the 3rd graders

tend to choose the kinesthetic learning style. Midwifery students are

not only required to have good knowledge but also have the skills to

apply the theories that have been obtained. The more often they

practice in the laboratory or in the hospital / health center, and then

their skills will improve.

 Table 14
Differences in the Assessment of Student Respondents Who are Using
Facial Skin Enhancers on their Learning Style When they are Grouped
According to Monthly Allowance
Monthly Decision Interpretat
Learning Style Mean SD F-value Sig
Allowance on Ho ion
Rp.500,000 &
3.14 0.50
below
Rp.500,001 to Not
1. Visual 3.07 0.53 2.48 0.09 Accepted
1,000,000 Significant
Above
2.82 0.59
Rp.1,000,000
Rp.500,000 &
2.89 0.47
below
Rp.500,001 to Not
2. Auditory 2.98 0.33 0.96 0.39 Accepted
1,000,000 Significant
Above
2.88 0.34
Rp.1,000,000
Rp.500,000 &
3.19 0.38
below
Rp.500,001 to Not
3. Kinesthetic 3.01 0.39 1.99 0.14 Accepted
1,000,000 Significant
Above
3.16 0.34
Rp.1,000,000
Rp.500,000 &
3.07 0.24
below
Rp.500,001 to Not
Over-all 3.02 0.23 1.34 0.27 Accepted
1,000,000 Significant
Above
2.95 0.22
Rp.1,000,000

As shown in the table 14, the student respondents who has

monthly allowance Rp. 500,000 and below had obtained a mean

value 3.14 and standard deviation of 0.50, those has monthly

allowance Rp. 500,000 to 1,000,000 had obtained a mean value 3.07

and standard deviation of 0.53, and those who has monthly allowance

Rp. 1,000,001 and above had obtained a mean value 2.82 and

standard deviation of 0.59 on visual learning style. This yielded a

computer F-value of 2.48 and a significant value of 0.09 which is

higher than the set 0.05 level of significance. Hence the null
hypothesis is accepted which is indicates that there is no significant

difference in the visual learning style of student respondents who are

using facial skin enhancers when they are grouped according to

monthly allowance.

As shown in the table 14, the student respondents who has

monthly allowance Rp. 500,000 and below had obtained a mean

value 2.89 and standard deviation of 0.47, those has monthly

allowance Rp. 500,000 to 1,000,000 had obtained a mean value 2.98

and standard deviation of 0.33, and those who has monthly allowance

Rp. 1,000,001 and above had obtained a mean value 2.88 and

standard deviation of 0.34 on auditory learning style. This yielded a

computer F-value of 0.96 and a significant value of 0.39 which is

higher than the set 0.05 level of significance. Hence the null

hypothesis is accepted which is indicates that there is no significant

difference in the auditory learning style of student respondents who

are using facial skin enhancers when they are grouped according to

monthly allowance.

As shown in the table 14, the student respondents who has

monthly allowance Rp. 500,000 and below had obtained a mean

value 3.19 and standard deviation of 0.38, those has monthly

allowance Rp. 500,000 to 1,000,000 had obtained a mean value 3.01

and standard deviation of 0.39, and those who has monthly allowance

Rp. 1,000,001 and above had obtained a mean value 3.16 and

standard deviation of 0.34 on kinesthetic learning style. This yielded a

computer F-value of 1.99 and a significant value of 0.14 which is

higher than the set 0.05 level of significance. Hence the null

hypothesis is accepted which is indicates that there is no significant

difference in the kinesthetic learning style of student respondents who

are using facial skin enhancers when they are grouped according to

monthly allowance.

As shown in the table 14, the student respondents who has

monthly allowance Rp. 500,000 and below had obtained a mean

value 3.07 and standard deviation of 0.24, those has monthly

allowance Rp. 500,000 to 1,000,000 had obtained a mean value 3.02

and standard deviation of 0.23, and those who has monthly allowance

Rp. 1,000,001 and above had obtained a mean value 2.95 and

standard deviation of 0.22 on learning styles. This yielded a computer

F-value of 1.34 and a significant value of 0.27 which is higher than

the set 0.05 level of significance. Hence the null hypothesis is

accepted which is indicates that there is no significant difference in

 the learning styles of student respondents who are using facial skin

enhancers when they are grouped according to monthly allowance.

The amount of allowance students receive each month does

not affect their learning styles in the classroom. Because Learning

Style is the way of students in absorbing and understanding the

information or idea that they have got in learning process.

VI. The Significant Relationship Between Students Respondents’

Assessment of Their Attitudes with Their Learning Styles

The relationship between student respondents assessment of

their attitudes with their learning styles are hereby presented.

Table 15
Relationship Between the Student Respondents’ Assessment on their
Attitude and their Learning Style

Student Respondents’ Computed Decision on

Sig Interpretation
Attitude in relation to: r Ho

1. Visual -0.23 0.03 Rejected Significant

2. Auditory 0.14 0.19 Accepted Not Significant

3. Kinesthetic 0.23 0.03 Rejected Significant

Over-all Learning Style 0.00 0.99 Accepted Not Significant

 As shown in the Table 15, the data on the test of significant

relationship between the student respondents’ assessment on their

attitudes and their visual learning styles. Referring to the data, it

shows that the computed r of -0,23 and a significant value of 0.03

which is lower than the set 0.05 level of significance. Hence the null

hypothesis is rejected which is indicates that there is significant

relationship between student respondents’ assessment of their

attitudes with their visual learning style.

As shown in the Table 15, the data on the test of significant

relationship between the student respondents’ assessment on their

attitudes and their auditory learning styles. Referring to the data, it

shows that the computed r of 0.14 and a significant value of 0.19

which is higher than the set 0.05 level of significance. Hence the null

hypothesis is accepted which is indicates that there is no significant

relationship between student respondents’ assessment of their

attitudes with their auditory learning style.

As shown in the Table 15, the data on the test of significant

relationship between the student respondents’ assessment on their

attitudes and their kinesthetic learning styles. Referring to the data, it

shows that the computed r of 0.23 and a significant value of 0.03

which is lower than the set 0.05 level of significance. Hence the null

hypothesis is rejected which is indicates that there is significant

relationship between student respondents’ assessment of their

attitudes with their kinesthetic learning style.

Table 15, over-all learning style, reveals the data on the test

of significant relationship between the student respondents’

assessment on their attitudes and their learning styles. Referring to

the data, it shows that the computed r of 0.00 and a significant value

of 0.99 which is higher than the set 0.05 level of significance. Hence

the null hypothesis is accepted which is indicates that there is no

significant relationship between student respondents’ assessment of

their attitudes with their learning.

A person's learning style in receiving learning outcomes with

an optimal level of acceptance compared with other ways. Everyone

has their own learning styles. Attitudes are the feelings, thoughts, and

tendencies of a person who is more or less permanent about certain

aspects of his environment. The components of attitude are

knowledge, feelings, and tendencies to act. Attitude is the evaluative

bias toward an object or subject that has consequences that is how

one is faced with the object of attitude. Attitudes contained in the

 individual will give the color or style of behavior or the actions of the

individual concerned. A person's attitude has no direct connection to

their learning

According to Rita Dunn in (Sugihartono, 2007) pioneers in the

field of other learning styles have found many variables that affect

student learning styles, including: physical, emotional, sociological,

and environmental. Some people can learn well in bright light, while

others can only learn if the lighting is bleak. There are some people

who best accomplish their learning tasks in groups, while others

prefer to learn for themselves because it is more effective. Some

people choose to study with the background music accompaniment,

while others cannot learn unless in a lonely atmosphere. There are

people who choose their work environment neatly, but others always

hold everything out for everything to be seen.

VII. Activities Can Be Developed to Enhance Learning

1. Personal Image Enhancement and Grooming for Student

This workshop is to provide a holistic form of grooming to the

students where they learn to easily transform their image, looks

and confidence level and will be excellent for who deal directly

with internal and external clients and carry the image of the
 profession/ campus through them. At the end of the workshop,

students will have:

a. Become aware on the important of change and

transformation of their selves and learn the tools to impact
others;
b. Learned Techniques to empower their selves and breaking
limitations;
c. Learn how we can impact positive changes within their selves
and others;
d. Get the lessons on how to improve their image, they
confidence and how to deal with people at various occasions;
2. Identify student learning styles every new academic year

Students or teachers will be easier to determine learning

strategies in accordance with the ability of students. Academic

Advantages know the learning styles of students:

a. Maximize student learning potential

b. Understand how to learn best and get better grades on
exams and tests
c. Overcome limitations in the classroom
d. Reduce frustration and stress levels
e. Develop student learning strategies

3. Training of the latest teaching strategies on the differences of

students learning styles

In order for teachers to adjust their teaching styles to the needs of

the students, for example by using various teaching styles so that

students can all come up with effective ways for them. Particularly

if an individual's instruction will be run, the student's learning style

needs to be known. In order to pay attention to the learning style

of the students, the teacher must master the skills in various

teaching styles
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This study correlated the attitudes and learning styles of students using

facial skin enhancers at Bojonegoro Midwifery Academy, East Java,

Indonesia.

Summary of Findings

I. Profile of the Student Respondents

All of the student respondents are female. Majority of the

student respondents are in the age bracket of 18-19 year old. Most of

them are in third year level and have monthly allowance Rp. 1,000,000

and above.

II. The Attitudes of Student Respondents Who Are Using Facial Skin

Enhancers

The result reveals that the attitudes of student respondents are

good. They are highly agree that midwifery student should look good

looking and dressing well, using facial skin enhancer on campus can

improve self-confidence, their friend and lecturers are happy to see

 them because they are good looking, and keeping the appearance is

necessary so that the person near them is always comfortable.

III. The Learning Styles of Students Respondents

3.1. Visual

The result reveals that the student respondents’ learning style in

terms of visual is somewhat visual. Someone with a Visual

learning style has a preference for seen or observed things,

including pictures, diagrams, demonstrations, displays, handouts,

films, flip-chart, etc. These people will use phrases such as ‘show

me’, ‘let’s have a look at that’ and will be best able to perform a

new task after reading the instructions or watching someone else

do it first. These are the people who will work from lists and

written directions and instructions.

3.2. Auditory

The result reveals that the student respondents’ learning style in

terms of auditory is somewhat auditory. Someone with an

Auditory learning style has a preference for the transfer of

information through listening: to the spoken word, of self or

others, of sounds and noises. These people will use phrases

such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform

a new task after listening to instructions from an expert. These

 are the people who are happy being given spoken instructions

over the telephone, and can remember all the words to songs

that they hear!

3.3. Kinesthetic

The result reveals that the student respondents’ learning style in

terms of kinesthetic is somewhat kinesthetic. Someone with a

Kinesthetic learning style has a preference for physical

experience - touching, feeling, holding, doing, and practical

hands-on experiences. These people will use phrases such as

‘let me try’, ‘how do you feel?’ and will be best able to perform a

new task by going ahead and trying it out, learning as they go.

These are the people who like to experiment, hands-on, and

never look at the instructions first!

The result reveals that student respondents’ learning styles are

somewhat visual, somewhat auditory and somewhat kinesthetic. This

indicates that student respondents have a more even mixture of two or

less commonly, three styles. When students know their preferred

learning style(s) they understand the type of learning that best suits

them. This enables them to choose the types of learning that work best

for them.
IV. Differences in the Assessment of Student Respondents on Their

Attitudes Who Are Using Facial Skin Enhancers When Their Profiles are

Taken As Test Factors.

4.1. Age

The result reveals that there is significant difference in the attitude

of student respondents who are using facial skin enhancers when

they are grouped according to age. This indicates that student

respondents have different assessment of attitudes considering

their age.

4.2. Year Level

The result reveals that there is significant difference in the attitude

of student respondents who are using facial skin enhancers when

they are grouped according to year level. This indicates that

student respondents have different assessment of attitudes

considering their year level.

4.3. Monthly Allowance

The result reveals that there is no significant difference in the

attitude of student respondents who are using facial skin

enhancers when they are grouped according to monthly allowance.

This indicates that they have relatively similar assessment of

attitudes regardless of their monthly allowance.

V. Differences in the Assessment of Student Respondents on Their

Learning Styles Who Are Using Facial Skin Enhancers When Their

Profiles are Taken As Test Factors

5.1. Age

The result reveals that there is no significant difference in the

learning styles of student respondents who are using facial skin

enhancers when they are grouped according to age. This indicates

that they have relatively similar assessment of learning styles

regardless of their age.

5.2. Year Level

The result reveals that there is significant difference in the learning

styles of student respondents who are using facial skin enhancers

when they are grouped according to year level. This indicates that

student respondents have different assessment of learning style

considering their year level.

5.3. Monthly Allowance

The result reveals that there is no significant difference in the

learning styles of student respondents who are using facial skin

enhancers when they are grouped according to monthly allowance.

This indicates that they have relatively similar assessment of

learning styles regardless of their monthly allowance.

VI. Relationship Between Student Respondents’ Assessment of Their

Attitudes with Their Learning Styles

The result reveals that there is no significant relationship between

student respondents’ assessment of their attitudes with their learning

styles.

VII. Suggested Activities Can Be Developed To Enhance Learning

1. Personal Image Enhancement and Grooming for students

2. Identify student learning styles every new academic year

3. Training of the latest teaching strategies on the differences of

students learning strategies for teachers

Conclusions

Based on the finding cited, the following conclusions are gathered:

1. All of the student respondents are female. Majority of the student

respondents are in the age bracket of 18-19 year old. Most of them are

in third year level and have monthly allowance Rp. 1,000,000 and

above.

2. The attitudes of student respondents who are using facial skin

enhancers are good with over-all mean 3.48. A good attitude of student
 respondents can help in increasing the self-confidence and create a

good image for the profession of midwives and colleges.

3. The learning styles of student respondents:

a. The student respondents’ learning style in terms of visual is

somewhat visual

b. The student respondents’ learning style in terms of auditory is

somewhat auditory

c. The student respondents’ learning style in terms of kinesthetic is

somewhat kinesthetic

4. Differences in the Assessment of Student Respondents on Their

Attitudes Who Are Using Facial Skin Enhancers When Their Profiles

are Taken As Test Factors

a. There is significant difference in the attitude of student respondents

who are using facial skin enhancers when they are grouped

according to age

b. There is significant difference in the attitude of student respondents

who are using facial skin enhancers when they are grouped

according to year level

 c. There is no significant difference in the attitude of student

respondents who are using facial skin enhancers when they are

grouped according to monthly allowance

5. Differences in the Assessment of Student Respondents on Their

Learning Styles Who Are Using Facial Skin Enhancers When Their

Profiles are Taken As Test Factors

a. There is no significant difference in the learning styles of student

respondents who are using facial skin enhancers when they are

grouped according to age

b. There is significant difference in the learning styles of student

respondents who are using facial skin enhancers when they are

grouped according to year level

c. There is no significant difference in the learning styles of student

respondents who are using facial skin enhancers when they are

grouped according to monthly allowance.

6. There is no significant relationship between student respondents’

assessment of their attitudes with their learning styles. The data shows

that the computed r of 0.00 and a significant value of 0.99 which is

higher than the set 0.05 level of significance.

7. Suggested Activities Can Be Developed To Enhance Learning:

personal image enhancement and grooming for students, identify

student learning styles every new academic year, and training of the
 latest teaching strategies on the differences of students learning

strategies

Recommendations

Based on the conclusions of the study, the following are

recommended:

1. Hold a training of the latest teaching strategies on the differences of

students learning styles for the teachers

2. To improve learning activities, there is a need to conduct annual

identify of students learning styles

3. There is should be institutionalization of the information about learning

styles and learning strategies

4. Teachers should be aware of students’ difference learning style so

they should apply various kinds of teaching method to give an

opportunity for students to adapt their own learning style.

5. There should be a workshop about the personal image enhancement

and grooming for students

6. The result of this study is expected to be used as consideration or

preview for the researchers in doing the same field of the study with

different object of the research.

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 SURVEY QUESTIONNAIRE

Please answer the following questions by placing check mark in the box of
the corresponding item. Your answer will be treated with utmost
confidentiality.

PART I. PROFILE
a. Age :
[ ……] 17 years and below
[ ……] 18 -19 years old
[ ……] 20 years old and above
b. Year Level :
[ ……] First year
[ ……] Second year
[ ……] Third year
c. Monthly Allowance :
[ ……] Rp. 500.000,- and below
[ ……] Rp. 500.001,- sd Rp. 1.000.000,-
[ ……] Rp. 1.000.001,- and above

PART II. ATTITUDE

Kindly read the statements carefully. Rate yourself accordingly by putting a
tick mark ( √ ) in the appropriate column. Please do not skip off any item.
Please feel free to write your correct response
4 = Strongly Agree (SA) 2= Disagree (D)
3= Agree (A) 1= Strongly Disagree (SD)

Statements 4 3 2 1
1 Midwifery student should look good
2 Good-looking can improve self-confidence
3 My friends and lecturers are happy to see me because I am
good-looking
4 When I feel comfortable with myself, I am easy to accept
lessons in class
5 I feel a loss if I miss or do not pay attention when the
teacher explains because I cannot understand the next
subject matter.
6 Keeping the appearance is necessary so that the person
near us is always comfortable
7 With an attractive appearance I am more confident in
speaking in front of the class
8 When I have difficulty in solving problems, I always try to
ask teachers and friends who understand.
9 My friends and lecturers are easy to know me because I
always look neat and attractive
10 In classroom discussion activities, I dare to argue, ask
questions, or answer questions

PART II. LEARNING STYLE

Kindly read the statements carefully. Rate yourself accordingly by putting a
tick mark ( √ ) in the appropriate column. Please do not skip off any item.
Please feel free to write your correct response
4 = Always Applies For Me 2= Rarely Applies For Me
3= Sometimes Applies For Me 1= Never Applies For Me

Section One
Statements 4 3 2 1
1 I enjoy doodling and even my notes have lots of pictures
and arrows in them
2 I remember something better if I write it down
3 I get lost or am late if someone tells me how to get to a new
 place, and I don’t write down the directions.
4 When trying to remember someone’s telephone number, or
something new like that, it helps me to get a picture of it in
my mind
5 If I am taking a test, I can “see” the textbook page and
where the answer is located.
6 It helps me to look at the person while listening; it keeps me
focused
7 Using flashcards helps me to retain material for tests
8 It’s hard for me to understand what a person is saying when
there are people talking or music playing.
9 It’s hard for me to understand a joke when someone tells
me
10 It is better for me to get work done in a quiet place

Section Two
Statements 4 3 2 1
1 My written work doesn’t look neat to me. My papers have
crossed-out words and erasures
2 It helps to use my finger as a pointer when reading to keep
my place
3 Papers with very small print, blotchy dittos or poor copies
are tough on me
4 I understand how to do something if someone tells me,
rather than having to read the same thing to myself
5 I remember things that I hear, rather than things that I see
or read
6 Writing is tiring. I press down too hard with my pen or
 pencil
7 My eyes get tired fast, even though the eye doctor says that
my eyes are ok
8 When I read, I mix up words that look alike, such as “them”
and “then,” “bad” and “dad.”
9 It’s hard for me to read other people’s handwriting
10 If I had the choice to learn new information through a
lecture or textbook, I would choose to hear it rather than
read it

Section Three
Statements 4 3 2 1
1 I don’t like to read directions; I’d rather just start doing
2 I learn best when I am shown how to do something, and I
have the opportunity to do it
3 Studying at a desk is not for me
4 I tend to solve problems through a more trial-and-error
approach, rather than from a step-by-step method
5 Before I follow directions, it helps me to see someone else
do it first
6 I find myself needing frequent breaks while studying
7 I am not skilled in giving verbal explanations or directions
8 I do not become easily lost, even in strange surroundings.
9 I think better when I have the freedom to move around
10 When I can’t think of a specific word, I’ll use my hands a lot
and call something a “what-cha-ma-call-it” or a “thing-a-ma-
jig.”
 SURVEI PERTANYAAN

Jawablah pertanyaan berikut ini dengan menempatkan tanda centang di

kotak item yang sesuai. Jawaban Anda akan diperlakukan dengan sangat
rahasia.

BAGIAN I. PROFILE
a. Usia :
[ ……] 17 tahun dan ke bawah
[ ……] 18 -19 tahun
[ ……] 20 tahun dan ke atas
b. Tingkat :
[ ……] Tahun Pertama
[ ……] Tahun Kedua
[ ……] Tahun Ketiga
c. Uang Saku Bulanan :
[ ……] Rp. 500.000,- dank e bawah
[ ……] Rp. 500.001,- sd Rp. 1.000.000,-
[ ……] Rp. 1.000.001,- dank e atas

BAGIAN II. ATTITUDE

Mohon baca pernyataannya dengan saksama. Beri nilai diri Anda dengan
meletakkan tanda centang (√) di kolom yang sesuai. Tolong jangan lewati
satu item pun. Silahkan menulis tanggapan anda yang benar.
4 = Sangat Setuju 2= Tidak Setuju
3= Setuju 1= Sangat Tidak Setuju

Statements 4 3 2 1
1 Siswa kebidanan harus terlihat menarik
2 Terlihat menarik bisa meningkatkan rasa percaya diri
3 Teman dan dosen saya senang melihat saya karena saya
berpenampilan menarik
4 Ketika saya merasa nyaman dengan diri sendiri, saya
mudah menerima pelajaran di kelas
5 Saya merasa rugi jika saya tidak masuk atau tidak
memperhatikan saat dosen menjelaskan karena saya tidak
bisa mengerti pokok bahasan selanjutnya
6 Menjaga penampilan diperlukan agar orang di dekat kita
selalu merasa nyaman
7 Dengan penampilan yang menarik saya lebih percaya diri
dalam berbicara di depan kelas
8 Ketika saya mengalami kesulitan dalam memecahkan
masalah, saya selalu mencoba meminta bantuan guru dan
teman yang mengerti
9 Teman dan dosen saya mudah mengenal saya karena saya
selalu terlihat rapi dan menarik
10 Dalam kegiatan diskusi di kelas, saya berani berdebat,
mengajukan pertanyaan, atau menjawab pertanyaan

PART II. LEARNING STYLE

Mohon baca pernyataannya dengan saksama. Beri nilai diri Anda dengan
meletakkan tanda centang (√) di kolom yang sesuai. Tolong jangan lewati
satu item pun. Silahkan menulis tanggapan anda yang benar

4 = Selalu saya lakukan 2= Jarang saya lakukan

3= Terkadang saya lakukan 1= Tidak pernah saya lakukan

Bagian I
Statements 4 3 2 1
1 Saya menikmati corat-coret dan bahkan catatan saya
memiliki banyak gambar dan tanda panah di dalamnya
2 Saya ingat sesuatu yang lebih baik jika saya menuliskannya
3 Saya tersesat atau terlambat jika seseorang memberitahu
saya bagaimana menuju ke tempat baru, dan saya tidak
menuliskan petunjuknya
4 Saat mencoba mengingat nomor telepon seseorang, atau
sesuatu yang baru seperti itu, ada baiknya saya
memotretnya di dalam pikiran saya
5 Jika saya mengikuti tes, saya dapat "melihat" halaman buku
teks dan di mana jawabannya berada.
6 Ini membantu saya untuk melihat orang itu sambil
mendengarkan; itu membuatku tetap fokus
7 Menggunakan flashcards (kartu pengingat) membantu saya
mempertahankan materi untuk tes
8 Sulit bagi saya untuk mengerti apa yang orang katakan saat
ada orang yang berbicara atau bermain musik
9 Sulit bagiku untuk mengerti lelucon saat seseorang
memberitahuku
10 Lebih baik saya bekerja di tempat yang sepi

Bagian II
Statements 4 3 2 1
1 Hasil tulisanku tidak terlihat rapi bagiku. Kertas-kertas saya
ada tanda disilang dan hapusan
2 Saya terbantu menggunakan jari saya sebagai penunjuk
saat membaca
3 Makalah dengan cetakan sangat kecil atau copian yang
buruk/kotor sangat sulit bagi saya
4 Saya mengerti bagaimana melakukan sesuatu jika
seseorang mengatakan kepada saya, daripada harus
membaca hal yang sama pada diri saya sendiri
5 Saya ingat hal-hal yang saya dengar, bukan hal-hal yang
saya lihat atau baca
6 Menulis adalah melelahkan. Saya menekan terlalu keras
dengan pena atau pensil saya
7 Mataku cepat lelah, meskipun mata dokter mengatakan
bahwa mataku baik-baik saja
8 Ketika saya membaca, saya mencampur kata-kata yang
mirip, seperti "them" dan "then," "bad" dan "dad".
9 Sulit bagiku untuk membaca tulisan tangan orang lain
10 Jika saya memiliki pilihan untuk belajar informasi baru
melalui ceramah atau buku teks, saya akan memilih untuk
mendengarnya daripada membacanya

Bagian III
Statements 4 3 2 1
1 Saya tidak suka membaca arahan; Saya lebih suka mulai
melakukan
2 Saya belajar paling baik saat saya menunjukkan
bagaimana melakukan sesuatu, dan saya memiliki
kesempatan untuk melakukannya
3 Belajar di meja tulis bukan tipe saya
4 Saya cenderung memecahkan masalah melalui pendekatan
trial-and-error lebih banyak, bukan dari metode langkah
 demi langkah
5 Sebelum mengikuti petunjuk, ada baiknya saya melihat
orang lain melakukannya terlebih dahulu
6 Saya merasa perlu sering istirahat saat belajar
7 Saya tidak ahli dalam memberikan penjelasan atau arahan
lisan
8 Saya tidak tersesat, bahkan di lingkungan yang aneh
sekalipun.
9 Saya pikir lebih baik ketika saya memiliki kebebasan untuk
bergerak
10 Ketika saya tidak dapat memikirkan kata-kata tertentu, saya
akan menggunakan tangan saya banyak dan menyebut
sesuatu "what-cha-ma-call-it" atau "thing-a-ma-jig."
 SURVEY QUESTIONNAIRE (PILOT STUDY)

Please answer the following questions by placing check mark in the box of
the corresponding item. Your answer will be treated with utmost
confidentiality.

PART I. PROFILE
a. Age :
[ ……] 17 years and below
[ ……] 18 -19 years old
[ ……] 20 years old and above
b. Year Level :
[ ……] First year
[ ……] Second year
[ ……] Third year
c. Monthly Allowance :
[ ……] Rp. 500.000,- and below
[ ……] Rp. 500.001,- sd Rp. 1.000.000,-
[ ……] Rp. 1.000.001,- and above

PART II. ATTITUDE

Kindly read the statements carefully. Rate yourself accordingly by putting a
tick mark ( √ ) in the appropriate column. Please do not skip off any item.
Please feel free to write your correct response
4 = Strongly Agree (SA) 2= Disagree (D)
3= Agree (A) 1= Strongly Disagree (SD)

Statements 4 3 2 1
1 Midwifery student should look good
2 Good-looking can improve self-confidence
3 My friends and lecturers are happy to see me because I am
good-looking
4 When I feel comfortable with myself, I am easy to accept
lessons in class
5 My campus environment is very convenient for learning
process
6 I feel a loss if I miss or do not pay attention when the
teacher explains because I cannot understand the next
subject matter.
7 Keeping the appearance is necessary so that the person
near us is always comfortable
8 With an attractive appearance I am more confident in
speaking in front of the class
9 When I have difficulty in solving problems, I always try to
ask teachers and friends who understand.
10 I feel more enterprising, because my teacher always
motivates me to follow the learning process.
11 My friends and lecturers are easy to know me because I
always look neat and attractive
12 In classroom discussion activities, I dare to argue, ask
questions, or answer questions

PART II. LEARNING STYLE

Kindly read the statements carefully. Rate yourself accordingly by putting a
tick mark ( √ ) in the appropriate column. Please do not skip off any item.
Please feel free to write your correct response
4 = Always Applies For Me 2= Rarely Applies For Me
3= Sometimes Applies For Me 1= Never Applies For Me
Section One
Statements 4 3 2 1
1 I enjoy doodling and even my notes have lots of pictures
and arrows in them
2 I remember something better if I write it down
3 I get lost or am late if someone tells me how to get to a new
place, and I don’t write down the directions.
4 When trying to remember someone’s telephone number, or
something new like that, it helps me to get a picture of it in
my mind
5 If I am taking a test, I can “see” the textbook page and
where the answer is located.
6 It helps me to look at the person while listening; it keeps me
focused
7 Using flashcards helps me to retain material for tests
8 It’s hard for me to understand what a person is saying when
there are people talking or music playing.
9 It’s hard for me to understand a joke when someone tells
me
10 It is better for me to get work done in a quiet place

Section Two

Statements 4 3 2 1
1 My written work doesn’t look neat to me. My papers have
crossed-out words and erasures
2 It helps to use my finger as a pointer when reading to keep
my place
3 Papers with very small print, blotchy dittos or poor copies
are tough on me
4 I understand how to do something if someone tells me,
rather than having to read the same thing to myself
5 I remember things that I hear, rather than things that I see
or read
6 Writing is tiring. I press down too hard with my pen or
pencil
7 My eyes get tired fast, even though the eye doctor says that
my eyes are ok
8 When I read, I mix up words that look alike, such as “them”
and “then,” “bad” and “dad.”
9 It’s hard for me to read other people’s handwriting
10 If I had the choice to learn new information through a
lecture or textbook, I would choose to hear it rather than
read it

Section Three
Statements 4 3 2 1
1 I don’t like to read directions; I’d rather just start doing
2 I learn best when I am shown how to do something, and I
have the opportunity to do it
3 Studying at a desk is not for me
4 I tend to solve problems through a more trial-and-error
approach, rather than from a step-by-step method
5 Before I follow directions, it helps me to see someone else
do it first
6 I find myself needing frequent breaks while studying
7 I am not skilled in giving verbal explanations or directions
8 I do not become easily lost, even in strange surroundings.
9 I think better when I have the freedom to move around
10 When I can’t think of a specific word, I’ll use my hands a lot
and call something a “what-cha-ma-call-it” or a “thing-a-ma-
jig.”
ATTITUDES AND LEARNING STYLES OF STUDENTS USING FACIAL
SKIN ENHANCERS AT BOJONEGORO MIDWIFERY ACADEMY
EAST JAVA, INDONESIA

A Thesis
Presented to
The Faculty of the Graduate School
EMILIO AGUINALDO COLLEGE
Manila, Philippines

In Partial Fulfillment
Of The Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Health Education

YAIMIN
December, 2017
 APPROVAL SHEET

This thesis entitled “ATTITUDES AND LEARNING STYLES OF

STUDENTS USING FACIAL SKIN ENHANCERS AT BOJONEGORO
MIDWIFERY ACADEMY, EAST JAVA, INDONESIA” prepared and
submitted by YAIMIN, has been examined and is hereby recommended for
acceptance and approval in partial fulfillment of the requirements for the
degree of Master of Arts in Education Major in Health Education.

LIZELLE E. VILLANUEVA, Ph.D.

Adviser

Approved in partial fulfillment of the requirements for the degree of

Master of Arts in Education Major in Health Education by the panel of
examiners.

RONALDO A. TAN, Ph.D, D.T.

Chair

ERNA A. LAHOZ, Ph.D. LEA KATHRINA R. LIBAGO, DNM, RN

Member Member

Accepted in partial fulfillment of the requirements for the degree of

Master of Arts in Education Major in Health Education.

LINO C. REYNOSO, Ph.D.

Dean, Graduate School
 ACKNOWLEDGEMENT

The researcher would like to express his profound gratitude to those

who in one way or another have shared their valuable time and efforts in

making this thesis possible.

Dr. Jose Paulo E. Campos, President of Emilio Aguinaldo College for

accommodating and offering Graduate School for foreign students.

Lino C. Reynoso, Ph.D., Dean of the Graduate School for his

assistance encouragement and guidance to finish this academic endeavor.

Lizelle E. Villanueva, Ph.D., her thesis adviser for her expertise

patience and valuable insights in the development and completion of this

research paper.

To the Panel of Examiners; Erna A. Lahoz, Ph.D,, Lea Kathrina R.

Libago, DNM,RN., and Ronaldo A. Tan, Ph.D, D.T., for accommodating the

researcher and sharing their invaluable suggestions for the improvement of

this research paper.

To my family, my officemate, my friend for always cheering me up

and helping me when I’m in need thank you so much.

Yaimin
 DEDICATION

This work is affectionately dedicated to

My parents, Sumiran and Yomi, whose words of encouragement and

push for tenacity ring in my ears;

My sons, Arya Adha Pratama and Fauzan Satria Firdaus, who have been

affected in every way possible by this quest;

My lovely, Maria Ulfa, who has encouraged me all the way and whose

encouragement has made sure that I give it all it takes to finish;

Officemates;

Classmates;

YAIMIN
 ABSTRACT

This study determined the attitude and learning styles of students

using facial skin enhancers at Bojonegoro Midwifery Academy, East Java,

Indonesia.

This study made use of students at Bojonegoro Midwifery Academy

using purposive sampling. Descriptive Comparative Correlation research

design using was used in the study.

Based on the findings of the study, the following conclusions are

made: 1) all of the student respondents are female. Majority of the student

respondents are in the age bracket of 18-19 year old. Most of them are in

third year level and have monthly allowance Rp. 1,000,000 and above, 2) the

result reveals that the attitudes of student respondents are good, 3) the result

reveals that student respondents’ learning styles are somewhat visual,

somewhat auditory and somewhat kinesthetic. This indicates that student

respondents have a more even mixture of three styles, 4) there is significant

difference in the attitude of student respondents who are using facial skin

enhancers when grouped according to age and year level, while there is no

significant difference in the in attitude when they according to monthly

allowance, 5) there is significant difference in the learning styles of student

respondents who are using facial skin enhancers when they are grouped

according to year level, while no significant difference grouped according to

age and monthly allowance, 6) there is no significant relationship between

student respondents’ assessment of their attitudes with their learning, 7)

suggested activities can be developed to enhance learning: personal image

enhancement and grooming for students, identify student learning styles

every new academic year, and training of the latest teaching strategies on the

differences of students learning strategies.

Based on the conclusions of the study, the following are

recommended: 1). There is a need to conduct annual identify of students

learning styles, 2). There is should be institutionalization of the information

about learning styles and learning strategies, 3). There is should be a

workshop about the personal image enhancement and grooming for students,

4). Held a training of the latest teaching strategies on the differences of

students learning styles for the teachers, 5). Teachers should be aware of

students’ difference learning style so they should apply various kinds of

teaching method to give an opportunity for students to adapt their own

learning style, 6). The result of this study is expected to be used as

consideration or preview for the researchers in doing the same field of the

study with different object of the research.

 TABLE OF CONTENTS

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Content vii
List of Tables ix
List of Figure xi

Chapter Page

1 THE PROBLEM AND ITS BACKGROUND ................................ 1

Introduction ................................................................................. 1
Background of the Study ............................................................ 6
Conceptual Framework .............................................................. 8
Statement of the Problem ........................................................... 14
Hypotheses ................................................................................ 15
Significance of the Study ............................................................ 15
Scope and Delimitation ............................................................... 16
Definition of Terms ...................................................................... 17

2 LITERATURE REVIEW AND STUDIES .................................... 18

Related Literature ....................................................................... 18

Related Studies .......................................................................... 34
Synthesis .................................................................................... 42
 3 METHODOLOGY ....................................................................... 46

Research Design ........................................................................ 46

Population and Sampling ............................................................ 47
Research Instruments ................................................................ 48
Data Gathering Procedure .......................................................... 48
Statistical Treatment of Data ...................................................... 49
Decision Criteria ......................................................................... 53

4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA ................................................................................... 54

5 SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION ................................................................ 102

REFERENCES ..................................................................................... 111

QUESTIONNAIRE ............................................................................... 116

 LIST OF TABLES

Table Page

1 Frequency Distribution of Respondents’ Profile in Terms of Age 54

2 Frequency Distribution of Respondents’ Profile in Terms of
Year Level ................................................................................... 55
3 Frequency Distribution of Respondents’ Profile in Terms of
Monthly Allowance ..................................................................... 57
4 Attitude of Student Respondents Who are Using
Facial Skin Enhancers ................................................................ 58
5 Student Respondents’ Assessment on their Learning Style in
Terms of Visual .......................................................................... 62
6 Student Respondents’ Assessment on their Learning Style in
Terms of Auditory ....................................................................... 65
7 Student Respondents’ Assessment on their Learning Style in
Terms of Kinesthetic ................................................................... 69
8 Summary on Student Respondents’ Assessment on
their Learning Style .................................................................... 72
9 Differences in the Attitude of Student Respondents Who
are Using Facial Skin Enhancers When they are Grouped
According to Age ........................................................................ 75
10 Differences in the Attitude of Student Respondents Who
are Using Facial Skin Enhancers When they are Grouped
According to Year Level ............................................................. 78
11 Differences in the Attitude of Student Respondents Who
are Using Facial Skin Enhancers When they are Grouped
According to Monthly Allowance ................................................ 82
12 Differences in the Assessment of Student Respondents Who
are Using Facial Skin Enhancers on their Learning Style
When they are Grouped According to Age ................................. 86
13 Differences in the Assessment of Student Respondents Who
are Using Facial Skin Enhancers on their Learning Style
When they are Grouped According to Year Level ...................... 89
14 Differences in the Assessment of Student Respondents Who
are Using Facial Skin Enhancers on their Learning Style
When they are Grouped According to Monthly Allowance ......... 93
15 Relationship Between the Student Respondents’ Assessment
on their Attitude and their Learning Style ................................... 96
 LIST OF FIGURE

Figure Page

1 Research Paradigm 13