摘要：This study aimed to examine the effect of Kolb's learning styles on chemicallearning activities and achievement of reaction rate taught by inductive guidedinquirylearning. The population was eleventh grade Science students of a seniorsecondary school having relatively good academic input based on national testingresults in Bali, Indonesia. Samples involved the entire students of five classes takenby cluster sampling from the whole nine classes of the population. Data werecollected by Kolb’s learning style inventory for the learning styles, observation anddocument recording for learning performances, post-test for the cognitiveachievement, and questionnaires for student’s perceptions. Data analyses wereconducted qualitatively in assigning the learning styles, and describing learningperformances and perceptions, and used ANOVA followed by Scheffé's post hoctest for the effect of learning styles on the cognitive achievement. The resultsshowed: (1) the student learning styles were 35.8% Convergers, 30.0%Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning stylessignificantly affected the achievement with only superiority of the Convergers overthe accommodators; and (3) the inductive guided-inquiry learning of chemicaltopic which involves concrete evidences via laboratory work was fruitful for alllearners of all learning styles.
