Cendikia : Media Jurnal Ilmiah Pendidikan, 14 (3) (2024) pp.

209-223
Published by: IOCSCIENCE

Cendikia : Media Jurnal Ilmiah Pendidikan

Journal homepage: www.iocscience.org/ejournal/index.php/Cendikia

Analyzing student learning style profiles for differentiated

learning in merdeka curriculum in elementary schools
Atika Susanti1, Ady Darmansyah2, Fajar Naqsyahbandi3, Abdul Muktadir4
1Primary School Teacher Education, University of Bengkulu, Bengkulu, Indonesia
2Primary School Teacher Education, University of Tangerang Raya, Tangerang, Indonesia
3Chemistry Education, Yogyakarta State University, Yogyakarta, Indonesia
4Primary Education, University of Bengkulu, Bengkulu, Indonesia

ARTICLE INFO ABSTRACT

Article history: Students have unique learning styles. Understanding students'

learning style profiles enables teachers to design differentiated
Received Dec 22, 2023
learning with more effective teaching strategies that cater to
Revised Dec 28, 2023
individual needs, enhancing comprehension and retention of
Accepted Jan 5, 2024
material. The aim of this research is to determine the Student
Learning Style Profiles for Differentiated Learning in the Merdeka
Keywords: Curriculum in Elementary Schools. This is motivated by the distinct
differences among students influenced by environmental factors and
Differentiated Learning
brain dominance, shaping learning styles towards visual, auditory,
Elementary Schools or kinesthetic preferences. This qualitative descriptive research
Learning Style
employed a case study approach, involving all second-grade
Merdeka Curriculum
students (Class IIB) of elementary school 44 Bengkulu city in the
academic year 2023/2024, totaling 24 students. Data collection
methods included observation, interviews, and questionnaires. The
research findings reveal diverse learning styles among second-grade
students, with 31% being visual learners, 32% auditory, and 37%
kinesthetic. These differences pose a challenge for teachers to
implement differentiated teaching strategies. The goal of
differentiated learning is to facilitate meeting the diverse learning
needs of students. This study anticipates that students' learning
styles in elementary school 44 Bengkulu city may differ in auditory
and kinesthetic aspects, and understanding these learning styles can
assist teachers in adapting their teaching approaches to meet
students' needs and potentials.
This is an open access article under the CC BY-NC license.

Corresponding Author:
Ady Darmansyah,
Primary School Teacher Education,
University of Tangerang Raya,
Tigaraksa, Kec. Tigaraksa, Kabupaten Tangerang, Banten 15720, Indonesia
Email: adydarmansyah@untara.com

INTRODUCTION
The improvement of education in Indonesia continues to progress, one aspect being the change in
curriculum aimed at continually evolving the education system to remain relevant. The curriculum
functions as the structure that organizes and guides the educational system of an institution

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toward shared goals. The implementation of the curriculum in Indonesia has undergone various
changes and adaptations. These curriculum adjustments stem from the continuously changing
conditions and external expectations demanding competitive outcomes in both domestic and
global societal aspects. According to Fahlevi (2022), the Minister of Education in Indonesia
introduced the "Merdeka Curriculum" policy as an alternative to address the country's educational
conditions. The introduction of this Merdeka curriculum into the Indonesian education system has
become the focal point of study, especially in educational institutions (Setiawati, 2022). This is
because it directly influences the learning processes in schools. The government's efforts to
socialize this curriculum aim to accelerate the implementation of the Merdeka Curriculum as part
of its initiative to enhance the learning environment in Indonesia (Mulyasa, 2022). In implementing
the curriculum, the Indonesian government provides freedom to all educational institutions in the
country to choose and apply a concept of flexible learning according to the capabilities and
conditions of each school. Damayanti et al (2023) explains that the improvement of Indonesian
education must align with the demands and needs of the government's and schools' curricula. This
curriculum plays a crucial role within the educational framework.
Changes in the curriculum can have both positive and negative impacts on the quality of
education. The positive impact lies in students being able to learn in line with the evolving times.
However, the negative consequence arises if the changes in the curriculum occur too rapidly,
potentially leading to new issues such as a decline in student achievement (Setiawati, 2022 ; Siregar
et al., 2022). From this discussion, it can be concluded that changes in the curriculum should be
viewed as a catalyst for achieving better results and competing effectively in the national and
international educational sphere. The Merdeka Curriculum is an approach that emphasizes
learning variations. According to Oktavia & Qudsiyah (2023), the focus of the Merdeka curriculum
is on core subjects, allowing students adequate opportunities to grasp concepts and develop their
skills. Angga et al (2022) state that the implementation of this curriculum in educational
institutions is expected to pay attention to students' competency achievement in emergency
situations, particularly in foundational learning. Hanafiah et al (2022) explain that circumstances
such as the COVID-19 pandemic since 2020 have caused setbacks in learning and impacted
students' competency achievements. Efforts to address this setback require steps to improve
learning adapted to specific periods through the application of the curriculum at the learning level
by educational institutions (Novandi et al., 2023).
Implementing diverse teaching strategies can assist teachers in conducting the learning
process by encouraging student participation and meeting diverse needs, ultimately resulting in
more effective learning and achieving learning objectives. Susilo & Sarkowi (2019) depict the 21st
century as an era of knowledge serving various needs. In this 21st century, globalization affects
nearly all aspects of life, including the educational realm, where teachers should remain committed
to educating students and instilling national values (Surya, 2017). To develop 21st-century
learning, teachers should start by changing the traditional teacher-centered learning to student-
centered learning, considering their learning styles. Hence, innovation in education becomes
crucial in the current educational context Sugiastuti & Indrajit (2022). Therefore, the influence of
globalization should be harnessed to obtain its positive benefits in education while mitigating the
negative impacts it might bring about.
According to research by Rahayu et al (2022), the Merdeka Curriculum grants freedom to
students to explore their abilities and interests. By using the Merdeka Curriculum, significant
changes occur in schools, with teachers becoming more flexible in creating optimal teaching
methods and understanding the interests, talents, needs, and capabilities of students better. The
Independent Learning Program is aimed at uncovering the potential, innovation, and creativity of
both students and teachers to enhance the quality of learning (Saleh, 2020). The Merdeka
Curriculum, based on the principle of independent learning at the basic level, provides "freedom"
to educators, especially teachers and school principals, in designing, developing, and

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implementing curricula that adapt to the potentials and needs of students and schools.
Independent learning gives teachers the freedom to plan lessons emphasizing essential aspects
while considering the unique characteristics of students, thereby achieving more meaningful,
engaging, and profound learning outcomes (Rahmadayanti & Hartoyo, 2022).
Students in a classroom have differences stemming from diverse backgrounds, learning
preferences, interests, and varying learning speeds, resulting in diverse readiness for learning.
Halimah et al (2023) explain that differentiated learning is an approach used by teachers to
accommodate students' learning needs in the classroom, encompassing readiness, interests, and
learning profiles. Parnawi (2021) states that in implementing differentiated learning, teachers need
to consider logical actions to take, as this doesn't necessarily mean providing entirely different
treatment for each student or sharply distinguishing between more capable students and those
who may be less proficient.
According to Himmah & Nugraheni (2023), Differentiated Learning is an instructional
approach that provides support to students so that their learning needs can be met. Differentiated
learning is an effort to tailor the learning process in the classroom to meet the individual learning
needs of each student (Herwina, 2021). This approach applies student-focused learning strategies
known as the student-centered approach, enabling students to become more active participants in
the learning process. Suwartiningsih (2021) suggests that implementing differentiated learning can
enhance students' engagement and learning outcomes while providing opportunities for them to
learn naturally and efficiently. Student engagement during the learning process serves as an
indicator of their willingness to inquire, express opinions, complete tasks, and respond to teacher
questions. Through student engagement, there arises a better learning motivation, ultimately
leading to improved learning outcomes (Surat, 2019).
Based on initial observations and interviews with teachers at elementary school 44
Bengkulu city in class IIB, some students exhibited a lack of attention towards the teacher while
explaining the learning material. Some passive students require more concentration during the
learning process, prefer solitary play, and find themselves disengaged during lessons. Group
formation wasn't aligned with mapping students' learning styles. During learning activities, certain
students require knowledge about easily comprehensible and enjoyable learning styles. The issue
at hand involves the necessity to optimize learning success, prompting teachers to conduct group
mapping based on potential, interest, and learning readiness that can coalesce into a unified entity
a learning profile. By addressing students' needs through this mapping, the aim is to foster an
environment conducive to optimal learning outcomes.
Learning styles represent personalized individual methods of understanding, absorbing,
and acquiring information based on a student's disposition during the learning process. There are
three types of learning styles: visual, auditory, and kinesthetic. By aligning teaching methods with
individual students' learning styles, teachers can help achieve optimal learning outcomes (Zulfiani
et al., 2021). According to Falah & Fatima (2019), each student possesses a unique learning style
depending on how they comprehend and absorb the material taught by the teacher. Salam et al
(2020) view learning styles as an approach or strategy that involves a series of processes,
behaviors, and personal tendencies in uniquely understanding knowledge. Alhafiz (2022) states
that learning styles function as a framework explaining how students construct knowledge, grasp
complex information, and develop diverse perspectives. These learning styles empower teachers to
assess the potential of each student, enabling a more targeted approach in using learning strategies
aligned with students' interests (Kusumawati & Maruti, 2019). Every student possesses different
qualities, readiness, and diverse methods in absorbing information while learning. By
understanding learning styles, educators can identify issues and understand students' readiness in
comprehending material based on their interests and abilities (Sari et al., 2023). In the Merdeka
Curriculum, the differentiation approach becomes highly relevant (Wahyudi et al., 2023). With a

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strong understanding of students' learning style profiles, educators can design diverse learning
strategies to reach and cater to each student's specific learning needs.
Research by Herdianto et al (2023) indicates that learning style profiles in differentiated
learning provide unique readiness, interest, and preferences for each student. In this differentiated
learning approach, all students' needs can be met according to their interests and learning profiles.
The implementation of differentiated learning is expected to accommodate various student needs.
Differentiated learning refers to adapting learning to students' interests, desired learning methods,
and readiness levels so that they can achieve learning objectives. Sarie (2022) states that in
implementing differentiated learning, three aspects are differentiated: content differentiation,
process differentiation, and product differentiation. Yani et al (2023) explain that differentiation is
one of the tactics that can build the learning process. Utilizing differentiation in the classroom
offers three alternative methodologies for differentiated learning: differentiated content,
differentiated process, and differentiated product.
The research findings by Digna et al (2023) indicate a high level of enthusiasm among
teachers for learning about the Merdeka Curriculum, with significant participation in related
training. However, this enthusiasm doesn't align with teachers' understanding of differentiated
learning. Only a few teachers comprehend differentiated learning, and most have not yet
implemented it in their classrooms. While the implementation of the Merdeka Curriculum in
schools has been maximal, there are still numerous constraints and challenges in its execution. The
current implementation of the Merdeka Curriculum in learning still faces shortcomings and
obstacles. The research results by Mawati et al (2023) & Maskur (2023) suggest that post-analysis,
the implementation of the Merdeka Curriculum aligns better with the educational culture.
However, policymakers and education practitioners need to consider various factors to ensure the
proper implementation and improvement of the 2013 Curriculum.
The urgency of the research on analyzing student learning style profiles for differentiated
learning in the Merdeka curriculum in elementary schools lies in the essential need to enhance the
effectiveness of education tailored to individual students. With the implementation of the Merdeka
curriculum, understanding and addressing diverse learning styles become imperative for
successful and inclusive educational practices. This research is necessary to fill the gap in
knowledge regarding how students with varying learning preferences engage with the Merdeka
curriculum. By unraveling the intricacies of learning styles, the study aims to contribute insights
that can inform educators, curriculum developers, and policymakers, ensuring that educational
approaches are adaptable, inclusive, and optimized for the diverse needs of students in elementary
schools. The urgency stems from the aspiration to create a more tailored and effective learning
environment that aligns with the principles of the Merdeka curriculum.
Understanding students' learning style profiles is crucial because each student has a different
way of comprehending, absorbing, and processing information. In the Merdeka Curriculum, every
student is allowed to develop according to their potential and uniqueness. A deep understanding of
individual learning styles enables teachers to create various learning approaches tailored to each
student's needs and preferences. Analyzing students' learning style profiles for differentiated learning
within the context of the Merdeka Curriculum can provide a deeper insight into students' learning
preferences. It allows the development of more targeted and suitable learning strategies, maximizing
each student's potential in an educational environment that values learning freedom. Based on the
aforementioned problem background, it's important to understand students' learning styles for
differentiated learning that can influence and enhance students' knowledge in the learning process. The
researcher is interested in conducting a study titled "Analyzing Student Learning Style Profiles for
Differentiated Learning in the Merdeka Curriculum in Elementary Schools.".

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RESEARCH METHODOLOGY
This study employs a qualitative descriptive research approach conducted at Elementary School 44 in
Bengkulu City. Qualitative research aims to gather information that reflects actual occurrences without
fabrication. Descriptive research involves classifying and substantiating a topic based on the events
observed during the research process. The use of qualitative research focuses on acquiring information
that genuinely reflects factual occurrences and is not contrived. According to Sugiyono (2019), descriptive
assessment is a form of clarifying and proving a topic according to the events observed during the
research. Winarni (2018) asserts that qualitative research centers on natural object conditions, gathers data
through triangulation, and places greater emphasis on significant findings rather than generalization.
Based on these perspectives, the researcher concludes that descriptive assessment involves systematically
and accurately gathering information about the ongoing state of affairs.
This research commenced from September 4, 2023, to November 30, 2023. The research
subjects were all 24 students in class IIB at Elementary School 44 in Bengkulu City. Data collection
techniques involved observation, interviews, and a learning style questionnaire conducted in the
IIB class. During observation, the researcher directly engaged in the observed activities. Interview
techniques were employed with pre-selected informants, namely, the teachers of class IIB at
Elementary School 44 in Bengkulu City. For this study, the researcher used the Miles and
Huberman data analysis model. This model, often referred to as the interpretive analysis model,
aims to comprehend the meaning within the collected data. It involves utilizing relevant theories
and concepts in data collection, data reduction, data presentation, and drawing conclusions from
the analysis. Data reduction occurred after collecting all data, sorting it according to research
needs. Data presentation was conducted by analyzing the sorted data and presenting it in the
research results and discussion section. The researcher also grouped the obtained data into specific
learning style categories, preparing the data for verification and drawing conclusions. The final
step involved drawing conclusions derived from the analysis and establishing appropriate
conclusions based on the data presentation.
This research focuses on three types of learning styles: visual, auditory, and kinesthetic.
Using a learning style test, students in class IIB have been grouped based on their learning style
profiles for differentiated learning in the independent curriculum. The learning style indicators
were developed based on the characteristics of student learning styles (Mursari, 2020), which
include:

Table 1. Learning style indicators

Aspect of Number of
Learning Learning Style Indicators Statement
Style Items
1. Doesn’t want to be disturbed by noise. 7
2. Easier to remember by looking at objects/information. 7
Visual 3. Enjoys reading independently. 7
4. Capable of reading quickly and with focus. 5
5. Recalls information through visual connections. 4
1. Often self-motivates while working. 7
2. Capable of reading aloud and has good listening skills. 5
Auditory 3. Learns well through auditory means, remembering information from discussions. 7
4. Highly skilled in speaking, discussions, and explaining important matters. 5
5. Proficiency lies in speaking skills but struggles with writing. 6
1. Speaks at a slow pace. 5
2. Remembers through visual and experiential processes. 6
Kinesthetic 3. Actively moves and finds it difficult to stay seated. 6
4. More interested in physical activities and enjoys movement. 6
5. Has a desire to engage in numerous activities or tasks. 7
Total 90

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Using the cues from these indicators, a questionnaire encompassing various aspects of
learning styles was structured. Based on the observations, interviews, and completion of the
questionnaire regarding students' learning styles, the researcher attempted to request respondents,
specifically the students in class IIB, to fill out the prepared questionnaire. The percentage formula
used to determine the dominant learning style in each class is as follows:

P = Percentage to be calculated
F = Number of students in each learning style aspect
N = Total number of students

RESULTS AND DISCUSSIONS

This research was conducted in class IIB of Elementary School 44 in Bengkulu City, involving 24
students, comprising 11 females and 13 males. The research focused on three learning styles:
visual, auditory, and kinesthetic. The research instrument was a student learning style
questionnaire consisting of 90 items, divided into 30 statements for visual style, 30 statements for
auditory style, and 30 statements for kinesthetic style. This instrument was developed based on the
characteristics of elementary school students' learning styles. In addition to observation and
interviews, completing the questionnaire was expected to provide an accurate overview of the
learning styles of class IIB students. Based on observation results, it was evident that the teacher
prepared students for learning with focus and conducted an initial diagnosis to understand
students' learning needs. This allowed the teacher to recognize differences among the students.
Interviews with the class IIB teacher indicated that each student possessed unique and varied
traits. The learning approach at State Elementary School 44 in Bengkulu City aimed to explore the
potential of each student. Teachers provided opportunities for students to actively participate in
the learning process, answer questions, and express their opinions. Teachers also interacted with
students regarding the learning and assessment processes. Therefore, the approach at State
Elementary School 44 in Bengkulu City not only centered on students' knowledge but also aimed
to develop skills such as dance, singing, and martial arts.
Learning style is a complex method wherein students engage in learning based on their
preferences and comfort while receiving or processing information. Students' levels of
comprehension vary, with different speeds of understanding, such as fast, moderate, and slow.
This affects the effectiveness of the learning methods used, subsequently resulting in various
engaging learning approaches, such as the question-and-answer method. Wassahua (2016) states
that learning style is the consistent way a student captures stimuli or information, their way of
developing, thinking, and solving problems. Learning style is the preferred and comfortable
learning preference and habit for students when receiving, absorbing, processing, and managing
learning information, making it easier for them to remember in their brain's memory. Dewi & Yusri
(2023) define learning style as a complex way of learning in which students perceive it as the most
effective and efficient in processing, storing, and recalling what they have learned. Wahyuni (2017)
states three modalities or types in learning styles: visual, auditory, and kinesthetic. Visual learners
learn through sight, auditory learners through hearing, and kinesthetic learners through
movement and touch. According to Nuralan et al (2022), although some students use all three
modalities at certain stages, most tend to favor one of the three. Here is the profile explanation of
the learning styles of class IIB students at Elementary School 44 in Bengkulu City.
Visual Learning Style
Observations regarding the visual learning style of class IIB students depict several
prominent tendencies. These students tend to create notes rich in images, diagrams, and

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highlighted key points with vivid colors, often using color codes to differentiate vital information.
They also exhibit a leaning towards using illustrations, graphs, or mind maps as aids for
understanding concepts. A positive response from students towards visual presentations, such as
slideshows, interactive whiteboards, or instructional videos, was also observed, indicating high
interest and engagement when material is presented visually. However, it's apparent that these
students face challenges in comprehending information delivered verbally, despite their good
listening skills. Their understanding improves significantly when information is presented
visually, leading to their reduced responsiveness to teachings heavily reliant on auditory methods
alone. It seems these students also tend to create mental images or retain information with the
assistance of images, diagrams, or other visual elements as part of their learning comprehension
strategy. Therefore, these observational findings serve as a crucial foundation for teachers to devise
more effective teaching strategies by incorporating more visual elements in the learning process to
support students who have a preference for visual learning.
Based on interviews with the class IIB teacher at Elementary School 44 in Bengkulu City,
the teacher expressed that students in the class show a clear preference for visual learning.
Students mentioned that they tend to be more engaged and responsive when material is presented
visually, such as through presentations using images, diagrams, or instructional videos. The
teacher highlighted that when given the opportunity to take notes, these students often use images
or color codes to highlight key points. The teacher noted that these students seem more
enthusiastic and interested when visual elements support the lesson content. Additionally, the
teacher mentioned challenges in facilitating better understanding through purely auditory-based
approaches. Students highlighted that when information is delivered orally, those with a
preference for visual learning tend to show slightly lower levels of engagement. However, the
teacher emphasized that by integrating more visual elements into the teaching, such as using
images, visual presentations, and other visual aids, they can more effectively facilitate deep
understanding for these students. According to the teacher, a diverse approach, including the use
of visual aids, opens opportunities for these students to access and comprehend the lesson material
more effectively.
The visual learning style depicts students who tend to use their sense of sight as the
primary strength in learning (Fendrik et al., 2022). Cheng et al (2019) explain that students with a
visual learning style tend to utilize their visual abilities in the learning process. This indicates that
these students tend to comprehend concepts better through the use of their sense of sight. Hence,
providing concrete evidence is crucial for students to better understand the material. According to
Hanim (2021), a characteristic of students with a visual learning style is their high desire to
understand information visually before fully comprehending it. Students can easily remember
information through visualization, such as the teacher's body language or facial expressions,
diagrams, illustrated books, and videos. This enables students to understand aspects related to
positions or locations, shapes, numbers, and colors. Students with a preference for visual learning
tend to be orderly and unaffected by noise but struggle with verbal instructions (Chen et al., 2014).
The visual learning style is a characteristic profile of individuals who prefer learning by seeing,
observing, and paying attention (Rambe & Yarni, 2019). Students are more responsive to pictures,
diagrams, or photographs in the learning process. The eyes become the most frequently used sense
organ by individuals with a visual learning style due to its role in vision.
Auditory Learning Style
Observations of the auditory learning style among class IIB students at State Elementary
School 44 in Bengkulu City reveal several behavioral patterns indicating a preference for auditory-
based learning. These observations include the students' preference for orally delivered
instructions, as they seem more attentive and capable of retaining information effectively when
listening to instructions from the teacher. Additionally, these students appear more actively
engaged in verbal discussions, feeling comfortable speaking up to express thoughts or ask

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questions about the learning topics. They also tend to rely on their sense of hearing as the primary
means to comprehend concepts, preferring to listen to recordings, lectures, or verbal explanations
to absorb the material.
Students with an auditory learning style face difficulties in comprehending visually
presented material, even though they can obtain information from image or diagram presentations.
Additionally, these students have a strong ability to remember information heard attentively,
making in-depth oral explanations highly beneficial for them. Observations like these can serve as
a foundation for teachers to design more effective teaching strategies by integrating more auditory
learning elements, such as group discussions, verbal presentations, or utilizing audio recordings to
support the understanding of students who are more responsive to auditory learning.
From interviews with the class IIB teacher, it was revealed that some students in the class
tend to prefer learning through auditory means. The teacher highlighted that these students appear
more focused and responsive to oral instructions, actively engaging in speaking and participating
in class discussions by expressing their thoughts verbally. During the interview, the teacher
explained that students who prefer auditory learning tend to grasp lesson concepts better when the
material is presented orally or through verbal means. One of the main challenges identified by the
teacher is effectively delivering learning material to students who prefer auditory learning,
especially when the material is presented visually, such as through images or diagrams. Students
explained that when using visual aids, those with an auditory learning preference struggle to
understand concepts presented exclusively through visual means. The teacher explained that in
such situations, students try to find more creative ways to present information that aligns with
their learning preferences. One approach is integrating deeper verbal explanations, communicating
the meaning and context of displayed images or diagrams to make them more easily understood
by students with an auditory learning preference. This allows the teacher to provide broader and
more comprehensive information accessibility to all students, regardless of their chosen learning
styles.
The class IIB teacher described strategies employed to meet the characteristic profile of
auditory learning styles, such as utilizing a more active oral delivery approach, facilitating group
discussions, or utilizing audio recordings as additional aids to support the understanding of
students who prefer auditory learning. According to Kurniawan (2017), auditory learning style
involves a strong preference for using the sense of hearing. Supit et al (2023) state that individuals
with an auditory learning style tend to prefer acquiring knowledge through teacher lectures,
discussions, and debates. Students have a better understanding through listening to explanations
from teachers, and their primary strength in the learning process lies in their ability to hear.
Kinesthetic Learning Style
Observations regarding the kinesthetic learning style among students in the class depict
behavioral patterns indicating a preference for learning involving movement and physical
experiences. Students with this learning style often demonstrate high involvement in physical
activities in class, showing a tendency to move their hands or feet and find it challenging to sit still
for extended periods. They are also more responsive to practical demonstrations, exhibiting a
better understanding of lesson concepts when given the opportunity for direct involvement in
experiments or demonstrations. Additionally, students with a kinesthetic learning style tend to
enjoy learning involving physical interaction, such as games or group activities that require direct
interaction.
Observations also reveal a strong response to sports or movement-based activities,
indicating a high interest or skill level in those areas. However, students with a preference for
kinesthetic learning might face difficulties in deeply understanding concepts if the material is
presented solely through visual or auditory approaches. This highlights the importance of using
diverse learning approaches, including incorporating physical movement, practical

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demonstrations, and direct interaction, to support the understanding of students who prefer
kinesthetic learning.
In a conversation with the class IIB teacher, it was revealed that students demonstrate
remarkable engagement in physical activities during the learning process. The students are visibly
active and often find it challenging to sit still for extended periods, which is a characteristic of the
kinesthetic learning style. The teacher also noted the positive response of students to learning
involving practical demonstrations or direct experiences. The teacher acknowledged that students
with this learning preference find it easier to grasp lesson concepts when given the opportunity for
direct involvement in experiments or simulations. However, the teacher also expressed challenges
in effectively delivering lesson material to students with a kinesthetic learning style, especially
when the material is presented solely through visual or auditory means. Despite this, in the
interview, the teacher shared various strategies employed to accommodate these students' learning
preferences. They emphasized the use of physical activities in teaching, such as hands-on
experiences or practical demonstrations, as well as teaching methods that prioritize direct
interaction. This was done to ensure better understanding for students with a kinesthetic learning
style, enriching their learning experiences through more meaningful physical engagements.
The kinesthetic learning style involves individuals who feel more comfortable and think
more effectively while moving or walking. Students tend to use body movements while speaking
and find it challenging to stay still. Each individual's learning style is influenced by their
personality type, habits, and evolves over time through experiences. These learning patterns or
styles are also influenced by the field of study undertaken, which, in turn, can impact academic
achievements in the learning process. According to Susanti et al (2023), the connection with the
kinesthetic learning style can be found in learning approaches involving physically active games
using movements or physical activities that support the kinesthetic learning style. Based on the
questionnaire completed by students from class IIB at State Elementary School 44 in Bengkulu City,
the percentage distribution of learning styles is as follows:

The Results of Learning Style Analysis

37% 31%

32%

Visual Auditory Kinesthetic

Figure 1. Diagram of learning styles of grade IIB students

Based on the learning style diagram of the students in class IIB at State Elementary School
44 in Bengkulu City, with a sample of 24 students, it's evident that the learning tendencies of the
students are as follows: 31% prefer visual learning, 32% prefer auditory learning, and the largest
preference is for kinesthetic learning, constituting 37%. From these results, it's apparent that
students don't heavily rely on auditory learning to acquire information; instead, they
predominantly favor kinesthetic and visual learning styles. For detailed results of the learning style
questionnaire, some excerpts are outlined in Table 2.

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Table 2. Results of identifying learning styles of grade IIB students

Aspect of Learning Style
Number Name Gender
Visual Auditory Kinesthetic
1 ASS Female 45% 33% 22%
2 AA Female 30% 45% 25%
3 ARP Female 28% 17% 55%
4 AM Female 25% 33% 42%
5 AF Male 22% 33% 45%
6 AAC Male 18% 22% 60%
7 AB Male 15% 40% 45%
8 BR Female 33% 20% 47%
9 DPN Female 45% 28% 27%
10 DH Male 35% 27% 38%
11 PF Male 22% 23% 55%
12 HDA Male 25% 15% 60%
13 IK Male 33% 47% 20%
14 LNR Male 20% 55% 25%
15 MAJ Female 40% 23% 37%
16 MA Male 60% 20% 20%
17 MIG Male 22% 55% 23%
18 MQA Male 45% 20% 35%
19 MDA Male 33% 43% 24%
20 QDS Female 27% 33% 40%
21 RA Male 28% 27% 45%
22 SHA Female 45% 23% 32%
23 VNF Female 25% 20% 55%
24 ZBP Female 25% 55% 20%

Based on Table 2, it illustrates a diverse profile of learning styles among the students of
class IIB at State Elementary School 44 in Bengkulu City. This diversity is depicted in Figure 1 and
Table 2 above. When arranged based on dominance from the highest to the lowest, the sequence of
learning styles is kinesthetic, auditory, and visual. This variety in learning styles indicates the
diverse learning needs of students in the learning process, which schools and teachers should
accommodate. The concept of differentiated learning becomes crucial in meeting these varied
needs.
Though learning style is just one aspect of the learning profile, this simple study focuses
solely on learning styles. In reality, a student's learning profile is related to many factors such as
language, culture, health, family conditions, and other unique aspects. According to Rosyida et al
(2023), a student's learning profile is the preferred approach to learning, influenced by their
thinking process, intelligence, culture, background, gender, and other factors. This profile varies
from one context to another. It's important not to label students solely based on their learning
profiles or set them in chronological order. When students are continually given the opportunity to
contemplate and express their best ways of learning, they become more aware of their learning
strengths and needs. Teachers also become more sensitive to individual student differences. This
perspective aligns with the views of Nafisah et al (2023), who differentiate between traditional
classrooms and differentiated classrooms. In differentiated classrooms, teachers acknowledge
multiple intelligences because learning is based on readiness, interest, and a student's learning
profile.
In a classroom environment that implements differentiated learning, observations in class
IIB reveal an intriguing variation in how students interact with the learning material based on their
learning styles. Students with a kinesthetic learning profile appear highly active in group activities,
preferring direct physical engagement with the material through demonstrations or direct practice.
Additionally, students inclined towards an auditory learning style engage in voice-oriented
discussions that foster understanding through listening. The teacher provides oral instructions that
encourage active participation, using auditory methods as the primary means to comprehend

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concepts. Observations also indicate a strong response from students with a visual learning style
towards visually presented material. Students seem more focused on graphics, diagrams, or videos
used in presentations.
Teachers are seen adapting their teaching approaches, employing different strategies to
illustrate concepts visually, providing concrete examples for auditory understanding, and
encouraging hands-on practice for kinesthetic learners. In line with this, the learning environment
is tailored to accommodate different learning styles, adjusting the classroom space to support
movement and practice for kinesthetic students, and utilizing engaging visual materials for visual
learners. All these efforts aim to create a more effective and enjoyable learning experience for
students with diverse learning styles. Based on interviews with the class IIB teacher regarding
differentiated learning implementation, it's crucial for teachers to ensure that different activities for
each learning style remain focused and well-managed without compromising the engagement or
progress of each student. This may require meticulous planning and effective management
strategies to ensure all students remain engaged and supported in their learning, without causing
imbalances between the various learning styles.
According to Wahyuningsari et al (2022), implementing differentiated learning demands
teachers to introduce variations in teaching and understand various aspects of differentiation, such
as content, process, product, and the learning environment. The goal is to optimize each student's
needs and potential, ensuring effective learning and making students feel satisfied because their
needs are well met (Hasnawati & Netti, 2022). Differences in learning styles indicate the most
effective way an individual processes received information (Angyanur et al., 2022). The methods
used by teachers to apply different learning strategies must be accurately tailored. According to
Dewi & Budiana (2018), there are concrete steps to facilitate various student learning styles. For
students with a visual learning style, their needs can be met through the use of videos, increased
use of images, and writing material on the board. Azizah et al (2023) state that for students with an
auditory learning style, teachers need to actively encourage group discussions and encourage
students to read aloud. Meanwhile, for students with a kinesthetic learning style, the best approach
is through demonstrations and enhancing hands-on practice in learning.
Hardiansyah et al (2023) recommends the utilization of interactive learning media in
differentiated learning at the elementary school level with the aim of enhancing the learning
outcomes of students with diverse learning styles. Based on the findings of the research conducted
by Darmansyah et al (2022), it was revealed that the implementation of instructional media
enhances students' enthusiasm in participating in learning activities, resulting in more meaningful
learning. This is attributed to a balanced development in the three aspects of learning, namely
cognitive, affective, and psychomotor. With the presence of supportive instructional media,
students' learning styles can also achieve balance.

CONCLUSION
Based on the research conducted at elementary school 44 Bengkulu city regarding students'
learning styles, it appears that students have diverse learning style tendencies. The dominant
learning styles among students in class IIB at elementary school 44 Bengkulu city are kinesthetic at
37%, auditory at 32%, and visual at 31%. The identification of these learning styles serves as a
guide for teachers as an initial assessment in planning lessons that match the needs and capabilities
of students. Differentiated learning, which adapts to students' learning needs based on their
readiness levels, is a step to prevent boredom or excessive burden in the learning process. This
individualized learning model is one method to implement a new approach in line with a flexible
curriculum. Therefore, the primary goal in adapting learning styles is to apply teaching strategies
that suit each student's needs, especially in the context of personalized learning.
This research reveals the essential importance of understanding that each student
possesses unique characteristic profiles and learning style tendencies, highlighting the necessity of

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elementary schools
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adopting diverse teaching strategies. The key to success lies in a learning focus tailored to students'
readiness levels, fostering better comprehension and absorption of materials. As a
recommendation derived from this study, teachers are encouraged to integrate various teaching
methods, such as group discussions, visual presentations, and the use of diverse learning materials
like texts, images, audio, and video. This approach aims to meet the diverse preferences of
students' learning styles and considers practical activities that support various learning methods.
By analyzing student learning style profiles within the context of the Merdeka Curriculum in
elementary schools, this research not only provides valuable scientific contributions but also opens
up new insights into differentiated learning approaches. Nevertheless, limitations such as a
restricted sample size and time constraints need to be addressed to ensure that future research can
offer a more in-depth and relevant understanding of students' learning styles in the
implementation of the Merdeka Curriculum.

ACKNOWLEDGEMENTS
We are very thankful to the principal, teachers, and students of elementary school 44 in Bengkulu
City, especially to the administration of Elementary School 44 in Bengkulu City for their support
and permission granted for this research, to the teachers and staff of Elementary School 44 for their
cooperation and valuable insights during data collection, and to the students of class IIB whose
active participation and collaboration were instrumental in understanding learning styles within
the Merdeka Curriculum.

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