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All Journal Journal of Education and Learning (EduLearn) Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Journal of Education and Instruction (JOEAI) Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Basicedu JURNAL CEMERLANG: Pengabdian pada Masyarakat Edu Cendikia: Jurnal Ilmiah Kependidikan Jurnal Basicedu
Aswarliansyah, Aswarliansyah
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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Effectiveness of differentiated learning in mathematics: insights from elementary school students Rijal, Akmal; Aswarliansyah, Aswarliansyah; Waluyo, Budi
Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i1.21806

Abstract

This study looked at the effectiveness of differentiated learning in enhancing students' mathematical outcomes by incorporating varied content, processes, and products. Employing a mixed-methods experimental design, the research hypothesized that differentiated instruction significantly influences students' performance in mathematics exams. The differentiation strategy involved altering the level of support in group discussions (process), adjusting the material's difficulty (content), and modifying the nature of student tasks (products). The participants comprised sixty-five fifth-grade students from public elementary schools. Data collection utilized interviews, document analysis, observations, and test questions, with the t-test and paired sample t-tests comparing pretest and post-test scores to assess the impact. The findings revealed that differentiation in content, process, and product significantly enhances student mathematical achievements, thereby supporting the initial hypothesis. This suggests that teachers should tailor instruction by varying the structure, support, and autonomy of task completion and product creation. Future research should expand the application of content, process, and product differentiation to a broader sample, including different mathematical materials and extending to high schools, to further validate these results and explore additional educational contexts.
Co-Authors Akmal Rijal Budi Waluyo Dedy Firduansyah, Dedy Dodik Mulyono Egok, Asep Sukenda Frima, Aren Hadi, Novian Hafsari, Dinda Dwi Hamdan Hamdan Juliatun, Juliatun Lontoh, Wily Nadiya, Chika Rizki Nurhayati Nurhayati Okdiansyah, Okdiansyah Oktaviani, Sri Vera Pandra, Viktor Sabdarini, Christina Tio Gusti Satria Valen, Andri Yuneti, Armi