<![CDATA[The purpose of this research is: To determine the effect of learning styles on students' learning outcomes in mathematics education at the junior high school level in Krueng Sabee District, Aceh Jaya Regency. This type of research is quantitative. This quantitative research can be conducted through correlational, experimental, or descriptive studies (Deni Dermawan, 2013). This study is a correlational quantitative research that involves a variable related to another variable. Correlation here is a number that indicates the direction and strength of the relationship between two or more variables; direction can be interpreted as a positive or negative relationship, and the strength of the relationship can be interpreted by its correlation coefficient. It can be understood that correlational quantitative research is conducted to find the influence of two variables being studied and then determine how strong their relationship is. Learning outcomes are not solely based on grades; rather, the results depend on what is learned. The results of the study on the influence of learning styles on the mathematics learning outcomes of junior high school students in Aceh Jaya show that among visual, auditory, and kinesthetic learning styles, the dominant style possessed by students is kinesthetic learning. This is evidenced by the questionnaire results distributed by the author, which indicate that the percentage of visual learning style is 29.2% with 18 students, auditory learning style is 24.1% with 15 students, and kinesthetic learning style is 32.2% with 20 students. The hypothesis test result show that pearson’s correlation between learning styles and learning outcomes is 0,159 with a significance value of 0,218. Since the the significance value is greater than 0,05, it indicates an insignificant effect; thus , it can be concluded that: a. Ha is rejected; there is no effect of learning style on the mathematics learning outcomes of junior high school student in krueng sabee district, aceh jaya regency. b. Ho is accepted; there is no effect of learning styles on the mathematics learning outcomes of junior high school students in Krueng Sabee District, Aceh Jaya Regency. The study indicates that learning styles do not significantly influence students' mathematics learning outcomes. The correlation test results show an insignificant value between learning styles and learning outcomes (significance value 0.218 greater than 0.05). With a very small contribution effect of only 2.5%, it means there is no influence of learning style (X) on learning outcomes (Y).]]>
