<![CDATA[The diversity of characteristics and learning styles among elementary school students in the concrete operational stage requires contextual learning to minimize disruptive behavior in the classroom. This study aims to reduce disruptive behavior and enhance student engagement through the implementation of differentiated pedagogical strategies based on learning styles in mathematics learning on whole numbers up to 100 for Grade 2C students at SDN Bunulrejo 2 Kota Malang. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, comprising planning, action, observation, and reflection stages involving 19 students. Data were collected through observations of disruptive behavior, student engagement observations, field notes, and documentation. Instructional interventions were implemented through number card games, ice cream stick activities, market shopping role-play, and number snakes-and-ladders games. The findings revealed a significant reduction in disruptive behavior alongside an increase in average student engagement from 52.6% in the pre-cycle to 81.6% in Cycle I and 95.4% in Cycle II. Thus, differentiated pedagogical strategies based on learning styles are proven effective in creating active learning that reduces classroom disruptions and boosts student participation. ABSTRAK Keberagaman karakteristik dan gaya belajar murid usia sekolah dasar pada fase operasional konkret menuntut pembelajaran kontekstual agar mampu meminimalisasi munculnya perilaku mengganggu di kelas. Penelitian ini bertujuan untuk mengurangi perilaku disruptif dan meningkatkan keterlibatan murid melalui penerapan strategi pedagogis diferensiatif berbasis gaya belajar pada pembelajaran matematika materi bilangan cacah sampai 100 di kelas 2C SDN Bunulrejo 2 Kota Malang. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang mencakup tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi terhadap 19 murid. Data dikumpulkan melalui observasi perilaku disruptif, observasi keterlibatan, catatan lapangan, dan dokumentasi. Tindakan diimplementasikan melalui permainan kartu angka, stik es krim, role play belanja di pasar, serta ular tangga angka. Hasil penelitian menunjukkan penurunan signifikan pada seluruh indikator perilaku disruptif serta peningkatan rata-rata keterlibatan murid dari 52,6% pada pra siklus menjadi 81,6% pada Siklus I dan mencapai 95,4% pada Siklus II. Dengan demikian, strategi pedagogis diferensiatif berbasis gaya belajar terbukti efektif menciptakan pembelajaran aktif yang mampu mereduksi gangguan kelas dan meningkatkan partisipasi belajar siswa. ]]>
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