The research aimed to analyze students’ receptive learning style, processing learning style, and expressive learning style in the second-grade students of SMP PesantrenGuppiSamata.  The research was in qualitative method, it collects, analyzes, and interprets the phenomenon of learning style in the second-grade students’ of VII B class in SMP GuppiSamata as the subject of research. The data was collected using observation and interviews. The result of this research showed that each student is different based on how they receive, process, and express their information. There were 17 students in VII B class. For the receptive learning style, there were three visual learners, five auditory learners, six kinesthetic learners, and the other three students who used multiple learning styles. In processing learning style there were seven left-brain learners and ten mid-brain learners. In expressive learning style, there were two students used creatively as output area, nine students used writing as output area, one student used thinking as output area, two students used creative and thinking as output area, and two students can use multiple output area. The research helped the students to know and realize their own learning style, providing a contribution to the teacher to plan learning strategy and learning activity that will suit each learning style and to be a new reference andupdates the existing study.

The research aimed to analyze the student’s learning behavior in isolated school it was conducted in a qualitative approach in SMPN SatapTojabi, Babussalam, Lasusua Sub District, North Kolaka District, South east Sulawesi it was one of the isolated schools in North KolakaDistric, located on the mountain it was about eight kilometers from the level of land with no electricity, people still used solar power for doing an activity related to electricity. The subject was the third grade students in the academic year 2019 – 2020 with 14 students. The data was collected by using observation and interview. The result showed that they gave various behaviors, some of them were diligent, obedient, and polite some of them were lazy, always messing about, and denying. By giving positive reinforcement students were not eager to get the reward even though the teacher promised a special reward some of them were still not change the behaviors. These behavior such as did not do the homework on time, messing about when their friends start to work, do not come at class on time, and keep the class noisy. While by giving negative reinforcement some students still much less discipline and less concern about their education.