The Relationship Between Teachers' Teaching Styles and Student Learning Outcomes at SD Inpres 1 Kawatuna

This study aims to determine the relationship between teachers' teaching styles and student learning outcomes at SD Inpres 1 Kawatuna. The research method used is a quantitative research method with a descriptive approach. The sample in this study involved three homeroom teachers in grades Four, Five, and Six as respondents to the teaching style questionnaire, as well as 21 students consisting of 6 people for interviews and 15 people for report card score data. The research instruments are in the form of teaching style questionnaires, student interviews, and documentation of odd-semester report card scores in the 2023/2024 school year. Data collection was carried out by distributing a teacher's teaching style questionnaire containing 20 valid and valid statements, as well as student interviews. Data analysis used descriptive analysis and Pearson's product moment correlation test assisted by SPSS version 30. The results of the study showed that there was a significant positive relationship between teachers' teaching styles and student learning outcomes. Thus, teachers' teaching styles play an important role in the effective learning process and the achievement of student learning outcomes. This can be seen from the results of the descriptive analysis, which is 3.73 which is included in the "good" category, and the results of the analysis show a correlation coefficient value of 0.698 with a significance value (sig.) of 0.003 < 0.05, which means that there is a positive and significant relationship between the teacher's teaching style and the learning outcomes of students. This shows that the more appropriate the teaching style used by the teacher, the higher the learning outcomes achieved by students. Therefore, it can be concluded that the teacher's teaching style has a significant and positive relationship with the learning outcomes of students at SD Inpres 1 Kawatuna.