<![CDATA[This study aims to analyze the alignment between students’ learning styles and teachers’ instructional methods in relation to Arabic vocabulary (mufradat) mastery at MTsN 2 Banda Aceh. The research employed a descriptive qualitative approach to obtain an in-depth understanding of the learning process. Data were collected through classroom observations, interviews with Arabic language teachers, and documentation. The data were analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. To ensure the credibility and validity of the findings, data and theoretical triangulation were applied. The findings indicate that most students demonstrate characteristics associated with kinesthetic learning, preferring active participation, physical involvement, and direct learning experiences. In contrast, the dominant instructional method used by teachers is the lecture method supported by visual media, which remains largely teacher-centered and passive. This mismatch contributes to low student engagement, reflected in behaviors such as talking with peers, losing focus, and leaving the classroom during lessons. Furthermore, students exhibit limited Arabic vocabulary mastery and face difficulties in understanding, retaining, and applying vocabulary to construct simple sentences. The study concludes that greater alignment between students’ learning characteristics and instructional methods is essential for improving vocabulary mastery, increasing classroom engagement, and supporting the development of essential 21st-century learning skills.]]>
