<![CDATA[Students have different ways of receiving, understanding, and processing information, such as visual, auditory, and kinesthetic learning styles. If homeroom teachers do not pay attention to these differences, the learning process will be less effective. However, in reality, many teachers are more dominant with conventional methods which cause some students to not understand the subject matter and are less active during learning activities. Therefore, teachers/homeroom teachers need to implement learning strategies that can accommodate various student learning styles. This study aims to determine the strategies used by homeroom teachers in dealing with differences in the learning styles of fourth-grade students at SDIT Al-Minhaj Bogor. The research method used is a qualitative approach with data collection techniques in the form of observation, interviews, and documentation. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. The results of the study showed that 22 students in fourth-grade SDIT Al-Minhaj Bogor had an auditory learning style of 9 students, 8 students with a visual learning style and 5 students with a kinesthetic learning style. Homeroom teachers implemented various strategies to accommodate these differences in learning styles, including varying learning methods in one meeting, using appropriate learning media and taking individual and group approaches. This has been proven to help homeroom teachers in the learning process and help students understand the material more easily because it is presented according to their individual learning styles.]]>
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