SUMMARY
This study aimed at obtaining information on the impact of multimodel learning strategies to facilitate the students' learning styles diversity in order to achieve the learning character for Science Subject class VII at Junior High School (SMPN) in Kendari, Southeast Sulawesi. The study uses pre-experimental design One-Shot Case Study on each SMPN category: high, medium, and low. Determining the student type of learning styles based on DePorter et al. (2010), and the achievement of the character is obtained through direct observation, self-assessment, peer-assessment for character aspects: gratitude / spiritual self-assessment, honesty, responsibility, curiosity, creative thinking-innovative, hard work, cooperation and communication, as well as portfolio. Furthermore, the data were analyzed with descriptive and inferential. The research results include; type of learning style by percentage; visual and mixture (multimodality) of 36.24%, 23.58% auditory, and kinesthetic 3.93%. Character achievement score in the students category; 1.31% 96.94% very good; 1.75%) sufficient; and 0% less. There are significant differences between the types of characters achievement of student learning styles in the overall analysis for moderate and low school category, while for high school category did not show a significant difference. Overall, the sequence of characters achievement scores, includes: visual, kinesthetic, auditory, and mix. In medium and low school category, the sequence of character achievement scores is the same, respectively: visual, auditory, kinesthetic, and mix. In addition, there are significant variations in the attainment of character differences between types of student learning styles in each component. This shows the importance of data collection in an integrated character achievement through observation, self-assessment and peer-assessment, as well as portfolios.