The Correlation Between 7th Grade Students' Learning Styles and Their English Learning Achievement in Merdeka Curriculum at SMPN 28 Padang

Abstract

Differentiated learning as one of Merdeka Curriculum characteristics let the teachers adjust their learning content, process, and achievement to suit students’ needs including learning styles. This study is intended to examine the correlation between 7^th grade students’ learning styles and their English learning achievement within the context of the Merdeka Curriculum at SMPN 28 Padang. The researcher used a quantitative correlational method with a cross-sectional design. Using this method, the researcher collected the data of students’ learning styles and their English learning achievement at a single point in time. The sample consisted of 27 students using the random cluster sampling. The statistic correlation that researcher used was Kruskal-Wallist test since the variables are categorical (learning styles) and ratio (students’ English learning achievement to determine differences average of students’ learning achievement and learning style that led to the conclusion about the correlation between these variables. The findings showed that there is no significant correlation between these variables, as evidenced by a p-value of 0.128 (p > 0.05). This suggested that learning styles are may not be a decisive factor in determining students’ English learning achievement, considering the correlation was not statistically significant. The study recommends further research to explore other variables that might affect students’ English learning achievement.