<![CDATA[This study was conducted to investigate the characteristics of vocational high school students' conceptual understanding of linear programming across Kolb's four learning styles: diverging, assimilating, converging, and accommodating. A descriptive qualitative approach was employed involving eight eleventh-grade students selected through purposive sampling, with two participants representing each learning style. Data were collected using the Kolb Learning Style Inventory, a conceptual understanding test on linear programming, and semi-structured interviews. The data were analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing, while the credibility of the findings was ensured through methodological triangulation. The results revealed that students with the assimilating learning style demonstrated the most comprehensive conceptual understanding by fulfilling nearly all conceptual understanding indicators, including explaining concepts, representing concepts mathematically, applying appropriate solution procedures, using concepts to solve problems, and interpreting the obtained results. Students with the diverging learning style excelled in identifying relevant information and constructing mathematical models but experienced difficulties in visual representation and determining the feasible region. Meanwhile, students with the converging and accommodating learning styles demonstrated strong procedural competence in obtaining optimal solutions; however, they remained limited in visual representation and interpreting solutions within the given problem context. These findings indicate that each of Kolb's learning styles is associated with distinctive characteristics of conceptual understanding. The findings provide empirical insights that can support mathematics teachers in designing more adaptive instructional strategies to accommodate students' diverse learning characteristics.]]>
