Penerapan gaya belajar dan kemampuan akademik siswa seringkali menjadi tantangan dalam proses pembelajaran berdiferensiasi. Penelitian ini bertujuan untuk mencari pengaruh gaya belajar dan kemampuan akademik (ability grouping) terhadap hasil belajar siswa dalam proses pembelajaran berdiferensiasi materi Perkembangbiakan tumbuhan dan hewan. Dengan Metode quasi eksperimen dan pretest-posttest control design. Subjek penelitian siswa kelas IX di UPTD SMPN 1 Losarang tahun pelajaran 2024/2025. Data gaya belajar (Aku pintar), kelompok akademik siswa hasil pre-test, angket dan observasi, menghasilkan kelompok high lebih dominan mempunyai gaya belajar auditori, middle dominan kinestetik dan low dominan visual, dengan rumus ETA dihasilkan kesimpulan terdapat pengaruh gaya belajar terhadap hasil belajar dan terdapat pengaruh kemampuan akademik (ability grouping) terhadap hasil belajar, dengan menggunakan Uji T kelas eksperimen dan kontrol dihasilkan terdapat pengaruh gaya belajar dan kemampuan akademik terhadap hasil belajar siswa dalam pembelajaran berdiferensiasi sebelum dan sesudah diberikan perlakuan, serta menghasilkan adanya hubungan interaksi pengelompokkan berdasarkan gaya belajar pada kemampuan akademik.

Kata kunci: Gaya belajar, kemampuan akademik (ability grouping), Pembelajaran Berdiferensiasi.

The application of students' learning styles and academic abilities is often a challenge in the differentiated learning process. This research aims to find the influence of learning styles and academic abilities (ability grouping) on student learning outcomes in the differentiated learning process on plant and animal breeding material. With quasi-experimental methods and pretest-posttest control design. Research subjects were class IX students at UPTD SMPN 1 Losarang for the 2024/2025 academic year. Learning style data (I'm smart), student academic groups from pre-test results, questionnaires and observations, resulting in groups high more dominant has an auditory learning style, middle kinesthetic dominant and low visual dominant, with the ETA formula the conclusion is that there is an influence of learning style on learning outcomes and there is an influence of academic ability (ability grouping) on learning outcomes, using the T test for the experimental and control classes, it was found that there was an influence of learning styles and academic abilities on student learning outcomes in differentiated learning before and after being given treatment, and produced an interaction relationship between groupings based on learning styles on academic abilities.

Keywords: Learning style, academic ability (ability grouping), Differentiated Learning.