<![CDATA[ABSTRACT IPAS learning in Grade IV takes place in a context where students demonstrate different ways of receiving and responding to learning experiences. This study focuses on students’ visual, auditory, and kinesthetic learning tendencies as well as their responses during IPAS learning at SD Negeri Jombor 02. The study employed a qualitative approach with a case study design, involving one Grade IV teacher and 15 students as sources of information. Data were collected through observation, semi-structured interviews, questionnaires, and documentation, and were examined interactively through data reduction, data presentation, and conclusion drawing using the Miles and Huberman model. Source and technique triangulation were employed to examine the validity of the information obtained. The mapping revealed that the kinesthetic tendency had the largest proportion, accounting for 46.7% or 7 students, followed by visual at 33.3% or 5 students and auditory at 20.0% or 3 students. During learning activities, students responded differently to the use of visual media, oral explanations, discussions, practical activities, direct observation, and educational games. These findings provide a contextual picture that learning tendencies can be examined alongside students’ responses, allowing variations in IPAS learning experiences to be designed more adaptively according to classroom conditions. ABSTRAK Pembelajaran IPAS di kelas IV berlangsung dalam situasi yang memperlihatkan perbedaan cara siswa menerima dan merespons pengalaman belajar. Penelitian ini memusatkan perhatian pada kecenderungan gaya belajar visual, auditorial, dan kinestetik serta respons siswa selama pembelajaran IPAS di SD Negeri Jombor 02. Kajian dilakukan melalui pendekatan kualitatif dengan desain case study, melibatkan satu guru kelas IV dan 15 siswa sebagai sumber informasi. Data diperoleh dari observasi, wawancara semi-terstruktur, angket, dan dokumentasi, kemudian ditelaah secara interaktif melalui reduksi data, penyajian data, dan penarikan kesimpulan menggunakan model Miles dan Huberman. Triangulasi sumber dan teknik digunakan untuk memeriksa keabsahan informasi yang diperoleh. Pemetaan menunjukkan bahwa kecenderungan kinestetik menempati proporsi terbesar, yaitu 46,7% atau 7 siswa, sedangkan visual mencapai 33,3% atau 5 siswa dan auditorial 20,0% atau 3 siswa. Pada saat pembelajaran berlangsung, siswa memberikan respons yang berbeda terhadap penggunaan media visual, penjelasan lisan, diskusi, praktik, pengamatan langsung, dan permainan edukatif. Temuan tersebut memberikan gambaran kontekstual bahwa keragaman kecenderungan belajar dapat dibaca bersama respons siswa, sehingga variasi pengalaman pembelajaran IPAS dapat dirancang secara lebih adaptif sesuai kondisi kelas.]]>
