<![CDATA[This study aims to analyze trends in adolescent learning styles at MAN 1 Medan, specifically the phenomenon of cramming (SKS), and its impact on learning outcomes. Unlike previous studies that focused solely on pre-exam behavior, this study positions the SKS as a reflection of changes in adolescent learning culture in the digital era. Using a qualitative approach with descriptive analysis methods, data were collected through observation, interviews, and documentation, involving the vice principal, teachers, students, and parents as informants. The results indicate that the SKS learning style emerges as a result of the dominance of extrinsic motivation, academic pressure, the influence of digital technology, and poor student time management. This learning style is instantaneous, situational, and short-term oriented, with a tendency toward quick memorization rather than a deep understanding of concepts. The impact not only reduces the stability of academic achievement but also causes physical fatigue, psychological stress, and low long-term learning motivation. These findings highlight the urgent role of teachers and parents in fostering intrinsic motivation and more disciplined and sustainable reflective learning habits. This study provides a theoretical contribution to enriching the study of learning styles in the digital era, while also offering practical recommendations for more adaptive and preventative learning strategies against the culture of instant learning.]]>
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