Penelitian ini bertujuan mengidentifikasi pengaruh gaya belajar terhadap kemampuan pemecahan masalah matematik siswa kelas VII SMPN 2 Tanjung Palas Utara. Jenis penelitian ini adalah kuantitatif dengan menggunakan metode survei. Tujuan penelitian adalah: (1) mengetahui pengaruh gaya belajar visual terhadap kemampuan pemecahan masalah matematik siswa, (2) mengetahui pengaruh gaya belajar auditorial, (3) mengetahui pengaruh gaya belajar kinestetik, dan (4) mengetahui pengaruh gaya belajar visual, auditorial, dan kinestetik terhadap kemampuan pemecahan masalah matematik siswa. Pengumpulan data dilakukan melalui kuesioner yang mengukur gaya belajar dan kemampuan pemecahan masalah siswa. Hasil penelitian menunjukkan bahwa kategori gaya belajar dominan pada kategori sedang dengan 86% siswa visual, 63% siswa auditorial, dan 65% siswa kinestetik. Hasil regresi linier sederhana menunjukkan persamaan untuk gaya belajar visual Ŷ = 26,942 − 0,990 X, auditorial Ŷ =24,961 − 0,558 X, dan kinestetik Ŷ = 36,902 − 2,496 X.. Artinya, setiap kenaikan satu satuan gaya belajar menyebabkan peningkatan kemampuan pemecahan masalah masing-masing sebesar 0.990, 0.558 dan 2.496. Penelitian ini menunjukkan bahwa gaya belajar berpengaruh signifikan terhadap kemampuan pemecahan masalah matematik siswa. Siswa dengan gaya belajar yang tinggi memperoleh hasil belajar yang optimal, sedangkan siswa dengan gaya belajar rendah menunjukkan hasil kurang optimal. Disarankan siswa menyesuaikan gaya belajar untuk meningkatkan kemampuan pemecahan masalah matematik.

Kata Kunci: Gaya Belajar, Kemampuan Pemecahan Masalah, Matematika, Metode Survei, Kuantitatif

This study aimed to identify the effect of learning style on the mathematical problem-solving ability of seventh-grade students at SMPN 2 Tanjung Palas Utara. This type of research is guantitative by using a survey method. The research objectives were to analyze: (1) the effect of visual learning style on students' mathematical problem-solving ability, (2) the effect of auditorial learning style, (3) the effect of kinesthetic learning style, and (4) the effect of visual, auditorial, and kinesthetic learning style on students' mathematical problem-solving ability. Data were collected through guestionnaires that measured students' learning styles and problem-solving skills. The results showed that the learning style category was dominant in the medium category, with 8676 of visual students, 63Y6 of auditory students, and 65Y6 of kinesthetic students. The results of simple linear regression showed the eguation for visual learning style Y - 26.942-0.990 X, auditorial Y — 24.961-0.558 X, and kinesthetic Y - 36.902-2.496 X. That is, every one-unit increase in mathematical problem-solving ability causes an increase in learning style by 0.990, 0.558, and 2.496, respectively. This study shows that learning style significantly affects students' mathematical problem-solving ability. Students with high learning styles obtain optimal learning results, while students with low learning styles show less optimal results. It is recommended that students adjust their learning style to improve their mathematical problem-solving ability. Keywords: Learning Style, Problem-Solving Ability, Mathematics, Survey Method, Guantitative