Every student has different way of processing information, idea, and knowledge in learning process. Learning style is an empirical fact showing that students have their own skills and tendencies in processing information and thinking process. Historical thinking skill is one of thinking skills that initiates students into understanding the truth of history. The objective of this study was to identify the correlation between learning style and historical thinking skill and achievement of history education students in university. The learning style in this study was MBTI (Myers Briggs Type Indicators). The number of samples was 600 history education students from two universities in Indonesia. Reliability test with Cronbach alpha analysis shsowed that the whole construct had high reliability. MANOVA test analysis showed that there was no significant difference between learning style based on gender and that of based on student’s year. Correlation test analysis showed that there was not significant correlation between learning style and achievement. The study found significant correlation between learning style and historical thinking skill on some aspects: introvert, extrovert, thinking, feeling, judging, and perceiving. A significant correlation between academic achievement and historical thinking skill was also found in this study. The implication of this study was that students should understand their own learning style tendency to optimize skill and to improve historical thinking skill.

Keywords : Learning style, Historical thinking skills, achievement