PENGARUH PENDEKATAN PEMBELAJARAN BERDIFERENSIASI TERHADAP HASIL BELAJAR MATEMATIKA DAN KEAKTIFAN PESERTA DIDIK SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v11i02.51902Keywords:
differentiated instruction, mathematics learning outcomes, learning engagement, elementary schoolAbstract
This study aims to examine the effect of differentiated instruction on mathematics learning outcomes and the learning engagement of elementary school students. The research employed a quantitative approach with a quasi-experimental method using a Pretest-Posttest Control Group Design. The population consisted of all fifth-grade students of SDN Padurenan II Bekasi City, and the sample was determined through cluster random sampling, comprising 36 students in the experimental class and 37 students in the control class. Data were collected through multiple-choice tests for mathematics outcomes and a Likert-scale questionnaire for learning engagement, then analyzed using paired sample t-test and Multivariate Analysis of Variance (MANOVA). The results show that the experimental class achieved a higher average posttest score (83.14) than the control class (66.59), and student engagement increased from 35.89 to 48.83. The MANOVA test produced Wilks' Lambda = 0.153 with p < 0.001, indicating a significant simultaneous effect of differentiated instruction on mathematics learning outcomes and student engagement. It is concluded that differentiated instruction is effective in improving both the mathematics learning outcomes and the engagement of elementary school students and can serve as a relevant pedagogical alternative within the Merdeka Curriculum.
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