LEARNING STYLES REVIEWED LEARNING ACHIEVEMENT IN THE SUBJECT HISTORY OF ISLAMIC CULTURE OF CLASS XI IPA STUDENTS MA NURUL AS'ADIYAH CALLACCU SENGKANG

Abstract

This study aimed to investigate the relationship between learning styles and academic achievement in the subject of History of Islamic Culture among Grade XI IPA students at MA Nurul As'adiyah Callaccu Sengkang. A quantitative correlational research design was employed, utilizing the VARK (Visual, Auditory, Read/Write, Kinesthetic) questionnaire to assess students' learning style preferences and final semester examination scores as a measure of academic achievement. The study involved a randomly selected sample of Grade XI IPA students from MA Nurul As'adiyah Cal-laccu Sengkang during the academic year 2023/2024. Descriptive statis-tics were used to analyze the distribution of learning styles within the sam-ple, while Pearson's correlation coefficient was calculated to examine the strength and direction of the relationship between learning styles and aca-demic achievement scores. The results revealed a diverse range of learn-ing style preferences among the students, with varying proportions exhibit-ing visual, auditory, read/write, and kinesthetic modalities, as well as com-binations thereof. Significant correlations were found between certain learning styles and academic achievement, indicating that students whose preferred learning modalities aligned with the instructional methods and materials tended to perform better in the subject of History of Islamic Cul-ture. The findings of this study have practical implications for educators, highlighting the importance of tailoring teaching approaches and learning activities to accommodate diverse learning styles. By recognizing and ad-dressing students' individual preferences, teachers can create more en-gaging and effective learning environments, ultimately enhancing academ-ic success and personal growth.