Reconstructing Activity-Based Learning Strategies for Students with Kinesthetic Preferences: From Passive Learning to Active Learning Experiences

Abstract

Learning environments that remain predominantly focused on information reception may limit students’ engagement in constructing knowledge through direct experience. This issue is particularly relevant for students with kinesthetic preferences, who may respond more positively to concrete activities, hands-on practice, and direct interaction. This study aims to analyze and reconstruct activity-based learning strategies as an effort to shift learning from passive participation toward active learning experiences. The study employs a qualitative approach using a literature review method. Data were obtained from scholarly journal articles, academic books, and previous studies relevant to active learning, experiential learning, constructivism, learning by doing, student engagement, and kinesthetic learning preferences. The data were analyzed through content analysis and conceptual synthesis to identify principles, forms of activity, and learning experience designs that support student engagement. The findings indicate that activity-based learning cannot be achieved merely by increasing students’ physical activities but should integrate concrete experience, cognitive engagement, reflection, conceptualization, application, and feedback. Kinesthetic preference should be considered as one factor in expanding the diversity of learning experiences rather than as a fixed learning-style category. The reconstruction of learning strategies positions teachers as designers and facilitators of learning experiences, while providing students with greater opportunities to act, explore, solve problems, and reflect on their experiences. Therefore, activity-based learning strategies can contribute to more active, contextual, and meaningful learning without restricting students to a particular learning characteristic.