This study aims to explore the correlation between students' learning styles, teachers' teaching styles, and their effects on academic achievement at SMP Islam Terpadu Bina Insan Palu. Data were collected from 104 students in grades VII to IX through questionnaires, English final scores, classroom observations, and teacher interviews during the 2023/2024 academic year. The results showed that students preferred group and kinesthetic learning styles, while teachers employed learning-centered and emotionally exciting teaching styles. Statistical analysis revealed no significant correlation between students' learning styles and teachers' teaching styles (p = 0.486), and students' learning styles had no significant impact on their academic achievement (p = 0.232). However, teachers' teaching styles had a significant effect on student achievement (p = 0.034), and there was a marginally significant combined effect of teaching and learning styles on achievement (p = 0.054). Interviews indicated that teachers value student preferences but prioritize learning objectives and educational needs. The findings suggest a lack of strong compatibility between students' learning styles and teachers' teaching styles, highlighting the importance of effective teaching strategies over merely matching learning preferences.
Lestari et al. (Sun,) studied this question.