GAYA BELAJAR SISWA KELAS V DI TINJAU DARI HASIL BELAJAR MATEMATIKA SD NEGERI 26 SINTANG

Abstract

The aim of this study is to describe the dominant learning style, supporting factors, and the role of teachers in adjusting teaching strategies. The research method used is a descriptive qualitative approach. The techniques and instruments for data collection are observation, interviews, and documentation. The research subjects are 21 students selected through purposive sampling, as well as the fifth-grade teacher. Data analysis refers to Miles & Huberman’s interactive model, including data collection, reduction, narrative presentation, and conclusion drawing, with technique and source triangulation to ensure validity. The results obtained are: (1) the auditory learning style is the most dominant; five out of nine students fall into this category, with higher average mathematics scores compared to visual and kinesthetic styles; (2) supporting factors include interest, motivation, independent study habits, self-regulation, teacher strategies, learning media, the physical classroom environment, and remedial support; (3) teachers play an important role in adjusting teaching methods through varied approaches, although challenges remain in implementing differentiated learning. In conclusion, the auditory learning style dominates and contributes positively to mathematics learning outcomes. These findings are expected to serve as a reference for mathematics teachers in developing varied learning media tailored to students’ learning styles.