Penelitian ini didasarkan pada hasil pengamatan peneliti di kelas XI IPA Sekolah Kristen ABC yang menemukan bahwa kebanyakan siswa memiliki prestasi belajar yang rendah pada mata pelajaran Biologi. Rendahnya prestasi belajar ini disebabkan oleh siswa belum belajar sesuai dengan gaya belajarnya dan guru belum menyesuaikan keanekaragaman gaya belajar siswa. Salah satunya karena pengajaran yang terfokus dengan penerapan metode ceramah. Penelitian ini bertujuan untuk mengetahui ada tidaknya hubungan antara gaya belajar dengan prestasi belajar siswa kelas XI IPA di Sekolah Kristen ABC. Penelitian ini merupakan penelitian kuantitatif korelasional. Subyek penelitian ini berjumlah 30 siswa. Pengambilan data dilakukan dengan menggunakan kuesioner gaya belajar dan nilai rapor siswa pada pembelajaran Biologi. Hasil penelitian menunjukkan koefisien korelasi ρ = - 0,089 dengan nilai signifikansi = 0,642 menunjukkan tidak terdapat hubungan positif antara gaya belajar dengan prestasi belajar Biologi siswa kelas XI IPA Sekolah Kristen ABC. Gaya belajar siswa yang diidentifikasi dalam penelitian ini diklasifikasikan dalam tiga kategori yaitu gaya belajar visual, auditori, dan kinestetik. Gaya belajar siswa diketahui melalui kuesioner gaya belajar yang diisi oleh siswa kelas XI IPA Sekolah Kristen ABC. Hasilnya menunjukkan bahwa gaya belajar yang dominan pada siswa kelas XI IPA Sekolah Kristen ABC adalah gaya belajar kinestetik (46,67%), visual (40%), dan auditori (13,33%). Berdasarkan hasil analisis pada data penelitian dapat disimpulkan bahwa tidak terdapat hubungan positif antara gaya belajar dengan prestasi belajar siswa kelas XI IPA Sekolah Kristen ABC. Dari hasil penelitian ini, maka disarankan kepada para peneliti selanjutnya agar mengadakan penelitian lebih lanjut untuk meneliti faktor-faktor lain yaitu faktor internal dan eksternal maupun interaksi antar faktor tersebut yang memengaruhi prestasi belajar siswa selain variabel gaya belajar yang digunakan dalam penelitian ini. / This study was based on the observation of the researcher which was done in grade XI Science at Christian School ABC. The researcher found that most of the students had low learning achievement in Biology subject. The low learning achievement is because the students do not learn according to their learning styles and teacher has not adjusted the diversity of students' learning styles yet. Another possibilty is because the focus of the teaching is the application of the lecturer’s method. The aim of this study is to determine the relationship between the learning styles and learning achievement of students in grade XI Science at Christian School ABC. This study is a quantitative correlation research. The subjects of this study were 30 students of the school. The data were taken using a questionnaire of learning styles and academic report in Biology subject. The results showed that the correlation coefficient ρ = - 0.089 with the significance score = 0.642 means that there is no positive relationship between the learning styles and learning achievement of the students in Biology subject in grade XI Science at Christian School ABC. The learning styles of the students that are identified in this research were classified into three categories: visual learning style, auditory learning style and kinesthetic learning style. The learning styles of the students known through the learning styles questionnaire which is filled out by the XI Science students at Christian School ABC. The results showed that the dominant learning styles in grade XI science at Christian School ABC are kinesthetic learning style (46.67%), visual learning style (40%) and auditory learning style (13.33%). Based on the analysis from the data of this research, the researcher concluded that there is no positive relationship between the learning styles of the students and the learning achievement of the students in grade XI Science at Christian School ABC. From this result, the researcher suggested to the next researcher to conduct further research to examine other factors which is internal and external factors and the interaction between these two factors that will affect the learning achievement of the students besides the learning styles variabel which is used in this research.