Penelitian ini bertujuan untuk mengetahui adanya: deskripsi kategori gaya belajar; deskripsi tingkat keaktifan; deskripsi hasil belajar matematika; pengaruh gaya belajar terhadap hasil belajar matematika siswa; keaktifan terhadap hasil belajar matematika siswa; pengaruh gaya belajar dan keaktifan belajar terhadap hasil belajar matematika siswa Kelas VII MTs Negeri Tarakan.
Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan metode survey. Sampel penelitian ini adalah 112 siswa yang diambil dengan teknik stratified random sampling. Teknik pengumpulan data dalam penelitian ini dengan menyebarkan kuesioner, observasi keaktifan dan mengumpulkan dokumentasi. Data dianalisis menggunakan menggunakan statistik dskriptif dan regresi linar berganda.
Hasil penelitian menunjukkan bahwa gaya belajar siswa yang paling dominan terdapat pada kategori gaya belajar visual sebesar 50%. Tingkat keaktifan siswa berada pada kategori cukup sebesar 37,50%. Kategori hasil belajar terdapat pada kategori cukup yaitu dengan interval nilai 70-79 sebesar 78,57%. Hasil analisis regresi linear berganda secara parsial menunjukkan terdapat pengaruh gaya belajar terhadap hasil belajar dengan nilai signifikan 0,001, hasil analisis statistika inferensial secara parsial menunjukkan terdapat pengaruh keaktifan terhadap hasil belajar matematika siswa dengan nilai signifikan 0,002 dan terdapat pengaruh secara simultan antara gaya belajar dan keaktifan terhadap hasil belajar matematika siswa kelas VII MTs Negeri Tarakan sebesar 19,8%, dengan persamaan regresi Ŷ=2,642+0,861X1 +0,054X2.

Kata Kunci: Gaya Belajar, Keaktifan, Hasil Belajar Matematika

The aims of this research were to: describe category of learning style; describe category of activeness; describe category of students’ mathematic learning achievement;the effects learning style on mathematic learning acheivement; the effets activeness on mathematic learning acheivement; the effects learning style, activeness on mathematic learning acheivement in class VII MTs Negeri Tarakan. This research was a quantitative research by using survey method. The sample of this research were 112 students, chosen by stratified random sampling technique. Data collection technique in this research were giving questionnaire, observation and collecting documention. The data were analized y descriptive statistic and multiple linear regression. The result of this research showed that the dominant of learning style was on visual learning style category which had 50.00%. The level of activeness was on fair category which had 37.50%. Category of mathematic learning acheivement was in fair category which 78.57% of students had interval score 70-79. Analysis of multiple linear regression showed that there was effect learning style and mathematic learning acheivement with sig. 0.001. Analysis of inferential statistics showed that there was effect between activeness and mathematic learning achivement with sig. 0.002 and there was simultaniosly effect learning style, activeness and mathematic learning achievement gave constribution for 19.8% with regression equation Ŷ=2.642+0.861X1 +0.054X2. Keywords: Learning Style, Activeness, Mathematic Learning Achievement