ANALISIS GAYA BELAJAR PESERTA DIDIK KELAS II PADA PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

The Independent Curriculum mandates the implementation of differentiated learning based on
student characteristics, particularly in terms of learning styles. Visual, auditory, and kinesthetic
learning styles, commonly abbreviated as VAK, are crucial for improving student academic
achievement because they can create an engaging and sensory-stimulating learning environment.
This research was conducted at SDN II Girimoyo. The purpose of this study was to describe the
implementation of learning styles in mathematics instruction for second-grade students at SDN 2
Girimoyo and to describe how teachers optimize learning styles in second-grade students in
mathematics at SDN 2 Girimoyo.
This research employed a qualitative approach. The subjects were educators and second-grade
students at SDN II Girimoyo. This study utilized four data collection techniques: observation,
interviews, questionnaires, and documentation. The data analysis techniques used were data
condensation, data presentation, and conclusion drawing. Data validity was tested using source and
technique triangulation.
The results of the study showed that there were various patterns of student learning styles, 12
students had a visual learning style (V), 5 students had an auditory learning style (A), 8 students had
a kinesthetic learning style (K), and 6 students had a kinesthetic learning style (Mix). However,
teachers need to facilitate all student learning styles, by designing learning activities that are
appropriate to the characteristics of visual, auditory, and kinesthetic learning styles. Activities that
facilitate all learning styles can be applied to Mathematics learning. Suggestions for research are
expected to add experience and information about mathematics learning outcomes based on VAK
learning styles as provisions for becoming a teacher and also to update differentiated teaching
modules to obtain maximum results in learning.