<![CDATA[This study aims to determine the relationship between variations in teacher teaching styles and the learning activity of fourth-grade students at SDN 5 Maripari. The research approach used is quantitative correlation with 31 students as respondents. Data collection was carried out using a Likert scale questionnaire instrument that has been tested for validity and reliability. Data analysis techniques used include descriptive analysis, prerequisite tests (normality and linearity), and hypothesis testing using Pearson Product Moment correlation through the SPSS program. The results of the correlation test show a correlation coefficient (r) of 0.610 with a significance value of 0.000 (<0.05), which means there is a significant positive relationship in the strong category. The results of the t-test confirm this with a t-count value of 4.142 and a t-table of 2.045 (df = 29 α = 5%). Because the t-count of 4.142 > 2.045 and a significance value of 0.000 <0.05, there is a significant relationship. In addition, the coefficient of determination (R2) value shows that variations in teacher teaching styles contribute 37.2% to student learning activity, while the rest is influenced by other factors. The conclusion of this study is that there is a relationship between the variation in teachers' teaching styles and students' learning activity, and the higher or more varied the teaching styles applied by the teacher, the more the students' learning activity in the class increases.]]>
