EVALUASI EMPIRIS GAYA BELAJAR VARK DALAM PEMBELAJARAN BERDIFERENSIASI: ANALISIS PERSEPSI GURU DAN UJI HUBUNGAN TERHADAP PENGETAHUAN AWAL SISWA KELAS X PADA MATERI EKOSISTEM DI SMA N 5 YOGYAKARTANIM.: 19104070042Ahmad Nabil DiffaauthorThe study motivated by the widespread use of VARK learning styles in learning practices, despite ongoing debate regarding the empirical support for its effectiveness and validity. Furthermore, research that combines teachers' perceptions of VARK learning style with the examination of relationshipness between learning styles and students' prior knowledge remains limited. This study aims to empirically evaluate VARK learning styles in context with differentiated instruction through an analysis of teachers' perceptions and a test of the relationship between learning styles and students' prior knowledge on ecosystem subject. The study employed a mixed methods approach with convergent design. Quantitative data were obtained through a VARK questionnaire and a prior knowledge test administered to 98 tenth-grade students at SMA N 5 Yogyakarta, while qualitative data were obtained through semi-structured interviews with three Biology teachers at the same school. Quantitative data were analyzed using descriptive statistics and correlation tests, while qualitative data were analyzed thematically. Integration of two data types was carried out through joint display and meta-inference. The resulting study showed that only the Read/Write (r = 0.423) and Kinesthetic (r = 0.417) modalities were significantly correlated with students' prior knowledge on ecosystem material, with moderate strength of association, whereas Visual (r = 0.036) and Auditory (r = 0.134) showed no significant relationship. Nevertheless, Visual was the modality with the highest frequency (41.8%). Interview results indicated that teachers regarded learning styles as a supporting factor rather than the primary factor in differentiated instruction, and had not conducted formal learning style assessments. Data integration produced a meta-inference that VARK does not function as a universal predictor of students' prior knowledge, but rather serves as a contextual pedagogical consideration. Therefore, differentiated instruction is more appropriately directed toward providing varied learning experiences for all students rather than matching instruction to a single dominant modality.371.36 Metode Pengajaran, Metode Pembelajaran2026-07-29UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis