<![CDATA[This study aims to analyze the effect of animation-based Discovery Learning method and learning styles on the understanding of length unit conversion in fourth-grade students of SD Negeri Sumberjo 2 Jombang. The study used a quantitative approach with a 2 × 3 factorial design, involving two independent variables, namely learning methods (animation-based Discovery Learning and animation-based lecture method) and learning styles (visual, audio, and kinesthetic), and one dependent variable in the form of understanding of length unit conversion. The population and sample of the study amounted to 120 students taken using a random sampling technique. Data collection was carried out through an understanding test and a learning style questionnaire. Data were analyzed using a two-way ANOVA test after fulfilling the prerequisite tests for normality and homogeneity. The results showed that the data were normally distributed and homogeneous. A two-way ANOVA analysis showed that the animation-based Discovery Learning method significantly influenced the understanding of length unit conversion (F = 89.333; Sig. = 0.000), learning style significantly influenced the understanding of length unit conversion (F = 5.942; Sig. = 0.004), and there was a significant interaction effect between the learning method and learning style (F = 5.404; Sig. = 0.006). The coefficient of determination (R²) value of 0.477 indicates that 47.7% of the variation in understanding of length unit conversion was explained by the learning method and learning style. These findings indicate that animation-based Discovery Learning is more effective than the lecture method, especially when adapted to students' learning styles. Therefore, selecting adaptive learning methods and considering students' learning style characteristics is crucial to improving the understanding of mathematical concepts in elementary schools.]]>
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