STUDENTS’ LEARNING STYLES AND THEIR IMPLICATIONS FOR MATHEMATICS LEARNING

Abstract

This study aimed to describe the learning style tendencies of Grade IV students at SDK Ursula Ende and analyze their implications for mathematics learning. Each individual has unique preferences for receiving and processing information, known as learning styles. Understanding students’ learning styles provides an important basis for designing effective mathematics learning strategies. This study used a qualitative descriptive approach involving direct observation, a learning-style questionnaire based on the VAK (Visual, Auditory, Kinesthetic) model, and structured interviews. The participants were 30 Grade IV students studying fractions, the least common multiple (LCM), and the greatest common divisor (GCD) in mathematics class taught by Ms. Maria Erlina. The results showed that 46.4% of students had a visual learning style, 32.1% a kinesthetic style, and 21.4% an auditory style. The observation findings revealed that some students had difficulty finding common denominators for fractions and distinguishing between the LCM and GCD, which was closely associated with the predominance of a visual learning style that had not been fully accommodated. The study indicates that teachers need to implement differentiated learning strategies by integrating visual media, concrete teaching aids, and verbal discussion. Aligning teaching methods with students’ learning styles was found to increase active engagement and optimize understanding of mathematical concepts.