<![CDATA[Gaya belajar menggambarkan preferensi individu dalam menerima dan mengolah informasi. Model VARK mengelompokkan preferensi tersebut menjadi visual, aural, read/write, dan kinestetik, namun hubungannya dengan capaian akademik mahasiswa kedokteran masih menunjukkan hasil yang beragam. Penelitian ini bertujuan menganalisis perbedaan Indeks Prestasi (IP) berdasarkan gaya belajar VARK pada mahasiswa Fakultas Kedokteran Universitas Prima Indonesia. Penelitian deskriptif-analitik dengan desain potong lintang ini dilaksanakan pada Maret-Mei 2026. Sebanyak 94 mahasiswa angkatan 2025 dipilih melalui purposive sampling. Gaya belajar dinilai menggunakan kuesioner VARK, sedangkan IP diperoleh dari data akademik. Data dianalisis secara deskriptif, dilanjutkan dengan uji Kruskal-Wallis karena dua dari empat kelompok tidak memenuhi asumsi normalitas. Mayoritas responden adalah perempuan (76,6%). Gaya belajar kinestetik merupakan preferensi terbanyak (40,4%), diikuti aural (29,8%), read/write (17,0%), dan visual (12,8%). Rerata IP tertinggi terdapat pada kelompok aural (3,07), kemudian visual (3,05), kinestetik (2,93), dan read/write (2,87). Uji Kruskal-Wallis tidak menunjukkan perbedaan IP yang signifikan di antara keempat kelompok gaya belajar (H=3,816; df=3; p=0,282). Dengan demikian, gaya belajar VARK tidak menunjukkan hubungan yang bermakna dengan IP pada sampel penelitian ini. Pencapaian akademik kemungkinan berkaitan dengan berbagai faktor lain, sehingga strategi pendidikan sebaiknya tetap menggunakan pendekatan multimodal dan tidak hanya didasarkan pada satu preferensi belajar. The Influence of Learning Styles on the Grade Point Average of Medical Students at Universitas Prima Indonesia Abstract Learning styles describe individual preferences for receiving and processing information. The VARK model classifies these preferences as visual, aural, read/write, and kinesthetic, although evidence regarding their association with academic performance among medical students remains inconsistent. This study analyzed differences in grade point average (GPA) across VARK learning-style groups among students at the Faculty of Medicine, Universitas Prima Indonesia. A descriptive-analytic cross-sectional study was conducted from March to May 2026. Ninety-four students from the 2025 cohort were selected by purposive sampling. Learning style was assessed using the VARK questionnaire, and GPA was obtained from academic records. Descriptive statistics were followed by the Kruskal-Wallis test because two of the four groups failed the normality test. Most participants were female (76.6%). Kinesthetic was the most common preference (40.4%), followed by aural (29.8%), read/write (17.0%), and visual (12.8%). The aural group had the highest mean GPA (3.07), followed by the visual (3.05), kinesthetic (2.93), and read/write (2.87) groups. The Kruskal-Wallis test showed no significant difference in GPA among the four learning-style groups (H=3.816; df=3; p=.282). VARK learning style was therefore not significantly associated with GPA in this sample. Academic performance is likely related to multiple factors; accordingly, educational strategies should remain multimodal rather than being based on a single learning preference.]]>
