Hariyani, Alifia Dewi (2026) Persepsi Kenyamanan Ruang Berdasarkan Naturalness, Individualization, Stimulation (NIS) dan Gaya Belajar VARK sebagai Rujukan Penataan Interior Ruang Kelas. Masters thesis, Institut Teknologi Sepuluh Nopember.
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Abstract
Penelitian ini bertujuan menganalisis persepsi kenyamanan ruang berdasarkan aspek Naturalness, Individualization, dan Stimulation (NIS) serta preferensi gaya belajar Visual, Aural, Read/Write, dan Kinesthetic (VARK) pada siswa kelas VI Sekolah Dasar, serta mengidentifikasi implikasi desain interior ruang kelas yang mendukung proses belajar. Penelitian dilatarbelakangi oleh pentingnya memahami keberagaman preferensi belajar siswa dan kebutuhan akan lingkungan belajar yang mendukung kenyamanan serta aktivitas pembelajaran. Persepsi kenyamanan ruang diukur menggunakan kerangka Naturalness, Individualization, dan Stimulation (NIS) yang dikembangkan oleh Barrett dkk., sebagai indikator kualitas lingkungan fisik ruang kelas. Penelitian menggunakan pendekatan mixed methods dengan desain explanatory sequential. Tahap kuantitatif melibatkan siswa kelas VI SD Mujahidin Pontianak. Sebanyak 155 siswa mengisi kuesioner preferensi gaya belajar VARK, 145 siswa mengisi kuesioner persepsi kenyamanan ruang, dan 143 data yang memenuhi kelengkapan digunakan dalam analisis integratif. Analisis data kuantitatif dilakukan menggunakan statistik deskriptif dan uji One-Way ANOVA. Tahap kualitatif dilakukan melalui wawancara mendalam dengan siswa dan wali kelas, observasi, serta dokumentasi kondisi fisik ruang kelas. Analisis data kualitatif menggunakan teknik Miles dan Huberman, sedangkan integrasi data dilakukan melalui pendekatan connecting dan explaining. Hasil penelitian menunjukkan bahwa mayoritas siswa memiliki preferensi gaya belajar unimodal dengan dominasi modalitas kinesthetic. Uji hipotesis menunjukkan tidak terdapat perbedaan persepsi kenyamanan ruang yang signifikan berdasarkan preferensi gaya belajar VARK. Temuan kualitatif menunjukkan bahwa kenyamanan belajar lebih dipengaruhi oleh kualitas lingkungan fisik berdasarkan aspek Naturalness, Individualization, dan Stimulation (NIS), khususnya pencahayaan, ventilasi, suhu ruang, kebisingan, fleksibilitas tata letak, dan stimulasi visual. Penelitian ini menyimpulkan bahwa desain interior ruang kelas yang efektif tidak perlu dirancang untuk satu modalitas belajar tertentu, tetapi mampu mengakomodasi keberagaman preferensi belajar melalui lingkungan belajar yang fleksibel, adaptif, dan mendukung pembelajaran multimodal.
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This study aims to analyze elementary students' classroom comfort perceptions based on the Naturalness, Individualization, and Stimulation (NIS) framework and Visual, Aural, Read/Write, and Kinesthetic (VARK) learning style preferences, as well as to identify classroom interior design implications that support learning. The study was motivated by the need to understand diverse learning preferences and create learning environments that enhance students' comfort. Classroom comfort was assessed using the NIS framework developed by Barrett et al. This study employed a mixed methods approach with an explanatory sequential design. The quantitative phase involved sixth-grade students at SD Mujahidin Pontianak. A total of 155 students completed the VARK questionnaire, 145 completed the classroom comfort questionnaire, and 143 complete responses were analyzed. Quantitative data were analyzed using descriptive statistics and One-Way Analysis of Variance (ANOVA). The qualitative phase consisted of in-depth interviews, classroom observations, and documentation, with data analyzed using the Miles and Huberman technique and integrated through connecting and explaining approaches. The findings indicate that most students exhibited a unimodal learning style preference, predominantly kinesthetic. The ANOVA results showed no significant differences in classroom comfort perception among students with different VARK learning style preferences. However, the qualitative findings revealed that learning comfort was primarily influenced by the quality of the physical learning environment, particularly lighting, ventilation, thermal conditions, noise levels, spatial layout flexibility, and visual stimulation. The study concludes that effective classroom interior design should accommodate diverse learning preferences through flexible, adaptive learning environments that support multimodal learning rather than being designed for a single learning style.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Persepsi, VARK, Naturalness, Individualization, Stimulation (NIS), Sekolah Dasar, Desain Interior, Ruang Kelas, Pembelajar Multimodal, Perception, VARK, Naturalness, Indiviualization, and Stimulation (NIS), Elementary School, Interior Design, Classroom, Multimodal Learning |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology > BF318 Learning, Psychology of (Deep learning) L Education > LB Theory and practice of education > LB1501 Primary Education N Fine Arts > NA Architecture > NA6600 Education buildings N Fine Arts > NK Decorative arts Applied arts Decoration and ornament > NK2115 Interior decoration |
| Divisions: | Faculty of Creative Design and Digital Business (CREABIZ) > Interior Design > 90021-(S2) Master Thesis |
| Depositing User: | Alifia Dewi Hariyani |
| Date Deposited: | 01 Aug 2026 01:53 |
| Last Modified: | 01 Aug 2026 01:53 |
| URI: | http://repository.its.ac.id/id/eprint/141538 |
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