EFEKTIVITAS PEMBELAJARAN BERDIFERENSIASI TERHADAP AKTIVITAS, MOTIVASI, DAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK

Maradona Maradona; Mutia Eliza

doi:10.51878/secondary.v5i4.7264

Authors

Maradona Maradona Institut Agama Islam Negeri Kerinci
Mutia Eliza Institut Agama Islam Negeri Kerinci

DOI:

https://doi.org/10.51878/secondary.v5i4.7264

Abstract

ABSTRACT

21st century education demands that students have high-level thinking skills, collaborative abilities, effective communication, and creativity. These demands have implications for the role of teachers who no longer merely function as conveyors of information, but as learning designers who are able to accommodate the diversity of student characteristics.This study aims to analyze the effectiveness of differentiated instruction on students’ learning activities, motivation, and mathematics achievement among grade X students at SMP IT Amanah Sungai Penuh. The research employed a quantitative experimental design using a pretest–posttest control group. A total of 50 students participated, consisting of 25 in the experimental group receiving differentiated instruction and 25 in the control group receiving conventional teaching. The instruments included learning activity questionnaires, motivation scales, and mathematics achievement tests. Data were analyzed through normality, homogeneity, and t-tests to identify mean differences between groups. The results revealed significant improvements in all three aspects: learning activities increased by 22%, motivation by 18%, and achievement by 20%, with t_h=3.912 > t_t (2.010) for ? =0,05. These findings indicate that differentiated instruction effectively enhances student engagement, intrinsic motivation, and mathematics learning outcomes.

ABSTRAK

Pendidikan abad ke-21 menuntut peserta didik memiliki keterampilan berpikir tingkat tinggi, kemampuan kolaboratif, komunikasi efektif, serta kreativitas, Tuntutan ini membawa implikasi terhadap peran guru yang tidak lagi sekadar berfungsi sebagai penyampai informasi, tetapi sebagai perancang pembelajaran yang mampu mengakomodasi keberagaman karakteristik peserta didik. Penelitian ini bertujuan untuk menganalisa efektivitas pembelajaran berdiferensiasi (differentiated instruction) terhadap aktivitas, motivasi, dan hasil belajar peserta didik pada mata pelajaran Matematika kelas X SMP IT Amanah Kota Sungai Penuh. Desain penelitian menggunakan metode kuantitatif eksperimen dengan rancangan pretest–posttest control group (uji sebelum dan sesudah perlakuan dengan kelompok kontrol). Sampel penelitian berjumlah 50 Peserta didik, terdiri dari 25 Peserta didik kelas eksperimen menggunakan sistem pembelajaran berdiferensiasi dan 25 Peserta didik kelas kontrol menerapkan pembelajaran konvensional. Instrumen yang digunakan meliputi angket aktivitas belajar, angket motivasi, dan tes hasil belajar. Analisis data dilakukan melalui uji normalitas, homogenitas, dan uji-t (t-test) untuk mengetahui perbedaan rata-rata antar kelompok. Hasil penelitian menunjukkan peningkatan signifikan pada tiga aspek yang diukur: aktivitas belajar meningkat sebesar 22%, motivasi belajar meningkat 18%, dan hasil belajar meningkat 20% dengan nilai t_(hitung) (3,912) > t_(tabel) (2,010) pada ? =0,05. Dengan demikian, pembelajaran berdiferensiasi efektif dalam meningkatkan keterlibatan Peserta didik (student engagement), motivasi intrinsik, serta hasil belajar matematika.

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Author Biography

Mutia Eliza, Institut Agama Islam Negeri Kerinci

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