<![CDATA[Every student has unique learning style characteristics in receiving, processing, and understanding information. These differences need to be identified by teachers to determine instructional strategies that are appropriate to students' learning needs. However, the fourth-grade teacher at SDN 38 Sengawang Hilir had not yet identified the learning style characteristics of the students, resulting in a learning process that was conducted in a general manner without considering individual learning style differences. Therefore, this study was conducted to analyze the VAK (Visual, Auditory, and Kinesthetic) learning style characteristics of fourth-grade students at SDN 38 Sengawang Hilir, Teluk Keramat District, during the 2025–2026 Academic Year. This study focused on: (1) the characteristics of visual learning styles among fourth-grade students at SDN 38 Sengawang Hilir during the 2025–2026 Academic Year; (2) the characteristics of auditory learning styles among fourth-grade students at SDN 38 Sengawang Hilir during the 2025–2026 Academic Year; and (3) the characteristics of kinesthetic learning styles among fourth-grade students at SDN 38 Sengawang Hilir during the 2025–2026 Academic Year. This research employed a qualitative approach with a descriptive research design. The research participants consisted of the fourth-grade teacher and fourth-grade students at SDN 38 Sengawang Hilir. Data were collected through observation, interviews, and documentation. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, time triangulation, and member checking. The findings revealed that: (1) visual learning style characteristics were demonstrated by the majority of students, who understood learning materials more easily through pictures, written texts, colors, instructional media, and demonstrations, making the visual learning style the most dominant tendency; (2) auditory learning style characteristics were shown by students who learned more effectively through teachers' explanations, discussions, question-and-answer sessions, and listening activities, although their number was smaller than that of visual learners; and (3) kinesthetic learning style characteristics were demonstrated by students who understood learning materials more easily through hands-on practice, the use of teaching aids, physical activities, and direct experiences, indicating that this learning style was also quite prominent in the learning process. Based on these findings, it can be concluded that fourth-grade students at SDN 38 Sengawang Hilir possess diverse learning style characteristics. Therefore, teachers should implement varied instructional strategies by integrating visual, auditory, and kinesthetic elements to create a more effective learning process and accommodate the learning needs of every student.]]>
