<![CDATA[Chemistry learning requires students to engage with abstract concepts, symbolic representations, calculations, verbal explanations, and practical activities. These characteristics may influence how students engage with and interpret chemical information through different representational forms. This study investigated students’ learning style preferences based on the VARK model and examined differences in chemistry learning outcomes across VARK preference groups among Grade XI students at SMA Pasundan 2 Kota Bandung, Indonesia. A quantitative comparative ex post facto design was employed. The participants were 60 Grade XI students selected through total sampling. Data on learning style preferences were collected using a VARK questionnaire, while chemistry learning outcomes were obtained from students’ semester chemistry assessment records. The data were analyzed using descriptive statistics and non-parametric inferential analysis with IBM SPSS Statistics 22. The findings indicated that 37 students (61.7%) were classified as unimodal, 13 (21.7%) as bimodal, 2 (3.3%) as trimodal, and 8 (13.3%) as quadmodal. Chemistry learning outcomes varied across the groups. Because the normality assumption was not fulfilled across the groups, the Kruskal-Wallis test was used as the main inferential analysis. The findings indicated a statistically significant difference in chemistry learning outcomes across the VARK preference groups. However, the findings do not establish that a particular learning style causes higher achievement. The findings provide empirical insight into VARK preference patterns and their relationship with chemistry achievement among senior high school students.]]>
