Pengaruh Gaya Belajar Kinestetik Dan Bimbingan Orangtua Terhadap Minat Belajar Pak Siswa SD Se-Kecamatan Lintongnihuta, KAB. Humbang Hasundutan T.P 2025/2026

Abstract

This study aims to analyze the influence of kinesthetic learning styles and parental guidance on the learning interest of elementary school students in Christian Religious Education (PAK) in Lintongnihuta District in the 2025/2026 academic year. The background of this study is based on the phenomenon of low student interest in Christian Religious Education (PAK) learning, indicated by a lack of attention, involvement, and interest during the learning process. Internal factors such as learning styles, particularly kinesthetic learning styles, and external factors such as parental guidance at home are suspected to contribute to student learning interest. This study used a quantitative approach with a correlational research design. The sample was fourth-grade students at four elementary schools in Lintongnihuta District, with sampling techniques determined according to quantitative research procedures. Data were collected through a questionnaire instrument using a Likert scale whose validity and reliability have been tested. Data analysis techniques included descriptive and inferential statistical analysis (classical assumption test, Pearson Product Moment correlation, and multiple linear regression) to test the research hypotheses. The analysis requirements test showed that the data were normally distributed (Sig. 0.200 > 0.05) and had a significant linear relationship between the independent and dependent variables (X₁ to Y, Sig. 0.016 > 0.05; X₂ to Y, Sig. 0.022 > 0.05). The partial findings of the study indicate a significant positive effect between kinesthetic learning styles on learning interest, as well as the influence of parental guidance on learning interest in Christian Religious Education (PAK). These findings indicate that the more appropriate the learning is to the characteristics of students' kinesthetic learning styles and the more optimal parental guidance at home, the higher the students' learning interest. This study concludes that the synergy between the implementation of active (kinesthetic) learning methods in schools and consistent guidance from parents at home is a key factor in building sustainable student learning interest. These results are expected to serve as a reference for teachers in developing multi-sensory learning strategies and for parents to more optimally support their children's learning process.