Neuromyths in Education: A Critical Review on the Efficacy of VAK Learning Styles in Enhancing Students' HOTS

Anggi Nurmalita; Riyadussolihatil Ulumi; Hanifah Rizki Mubarokah; Lusi Indriani Wardani; Aufa Nurfiana Rahman

doi:10.51574/jrip.v6i2.5612

Authors

Anggi Nurmalita Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia
Riyadussolihatil Ulumi Universitas Negeri Yogyakarta, Indonesia
Hanifah Rizki Mubarokah Universitas Jember, Jember, Indonesia
Lusi Indriani Wardani Universitas Islam Negeri Walisongo, Semarang, Indonesia
Aufa Nurfiana Rahman Universitas 'Aisyiyah Yogyakarta, Yogyakarta, Indonesia

Keywords:

Cognitive Load Theory, Dual Coding Theory, Higher-Order Thinking Skills, Neuromyths, VAK Learning Styles

Abstract

The Visual, Auditory, and Kinesthetic (VAK) learning styles framework has been widely implemented in education under the assumption that matching instruction to students' sensory preferences enhances learning outcomes. However, contemporary cognitive neuroscience increasingly categorizes this modality-matching hypothesis as a "neuromyth." This study aims to critically evaluate the empirical evidence surrounding VAK modality matching in enhancing students' Higher-Order Thinking Skills (HOTS), identify the underlying cognitive mechanisms, and delineate evidence-based pedagogical alternatives. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, this study analyzed 20 peer-reviewed articles (15 empirical studies and 5 theoretical/review papers published between 2016 and 2026) retrieved from Scopus, Google Scholar, and GARUDA. Data were analyzed using inductive Thematic Content Analysis. The synthesis yielded three primary findings: (1) 14 out of 20 studies (70%) highlighted systemic methodological limitations in pro-VAK literature, including reliance on self-report questionnaires; (2) empirical studies measuring HOTS showed no statistically significant advantage for VAK-matched instruction over non-matched instruction; and (3) higher-order cognition recruits distributed prefrontal cortical networks that function multisensorily rather than through isolated sensory channels. Based on these neurocognitive mechanisms, this review highlights that attempting to isolate VAK tracks risks increasing extraneous cognitive load while diverting essential mental effort away from germane processing. This study concludes that VAK matching lacks robust empirical support for HOTS development and recommends shifting pedagogical practice toward integrated multisensory strategies, such as Dual Coding and Universal Design for Learning (UDL).

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