This study aims to determine the effect of REACT learning strategies on mathematics learning ac hievement in terms of the learning styles of eighth grade students of public junior high schools in S ragen district. This study was a quasi-experimental study with a 2x3 fac torial design. The population of this study was eighth grade students of the public junior high schools in S ragen Regency in the 2015/2016 ac ademic year. The sample was taken by stratified cluster random sampling. The instrument used to collect data is by distributing questionnaire to test the mathematics learning ac hievement and student learning style. Data analysis techniques use two-way variance analysis with unequal cells. The results show that REACT learning strategies produc e mathematics learning ac hievements that are better than direct learning in material relations and functions. Moreover, mathematics learning ac hievement of students who have a visual learning style as well as students with auditory learning styles, students with visual learning styles have better learning achievement than students with kinesthetic learning styles, while students with auditory learning styles have the same ac hievement with those with kinesthetic learning styles. In addition, in the category of visual, auditory, and kinesthetic learning styles, students who were treated with REACT learning strategies had better mathematics learning ac hievement than students who were treated with direct learning. Lastly, in each REACT learning and direct learning, students with visual learning styles have mathematics learning achievements that are as good as students who have auditory learning styles. S tudents with visual learning styles have better mathematics learning ac hievement than students with kinesthetic learning sty les, while students with auditory learning styles have mathematics learning ac hievements that are as good as students who have kinesthetic learning styles.
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