Pengaruh Pembelajaran Berdiferensiasi terhadap Pemahaman Konsep Matematika Siswa
DOI:
https://doi.org/10.53696/venn.v5i3.505Keywords:
Pembelajaran Berdiferensiasi, Pemahaman Konsep MatematikaAbstract
Dalam pembelajaran matematika, karakteristik siswa yang mencakup kesiapan belajar, gaya belajar, dan kebutuhan belajar berbeda-beda. Pembelajaran berdiferensiasi adalah pendekatan alternatif yang bisa mengakomodasi keberagaman karakteristik peserta didik dalam pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pembelajaran berdiferensiasi terhadap pemahaman konsep matematika siswa kelas XI MAN 1 Majene. Penelitian ini merupakan penelitian kuantitatif dengan jenis kuasi-eksperimen menggunakan desain nonrandomized control group pretest–posttest. Populasi penelitian adalah seluruh siswa kelas XI MAN 1 Majene tahun ajaran 2025/2026. Sampel penelitian terdiri atas kelas XI Sains 1 sebagai kelas eksperimen dan kelas XI Sains 2 sebagai kelas kontrol. Kelas eksperimen diberikan perlakuan berupa pembelajaran berdiferensiasi, sedangkan kelas kontrol diberikan pembelajaran konvensional. Instrumen penelitian berupa tes pemahaman konsep matematika dalam bentuk pretest dan posttest. Data dianalisis menggunakan analisis statistik deskriptif dan statistik inferensial. Hasil analisis deskriptif menunjukkan bahwa rata-rata skor pemahaman konsep matematika siswa pada kelas eksperimen meningkat dari 23,04 pada pretest menjadi 90,14 pada posttest, dengan nilai n-gain sebesar 0,87 yang berada pada kategori tinggi serta mencapai ketuntasan klasikal sebesar 96%. Sementara itu, rata-rata skor pada kelas kontrol meningkat dari 24,04 menjadi 76,81 dengan nilai n-gain sebesar 0,69 yang berada pada kategori sedang. Selain itu, hasil uji hipotesis menunjukkan bahwa skor posttest, peningkatan pemahaman konsep matematika (n-gain), dan ketuntasan klasikal siswa pada kelas eksperimen secara signifikan lebih tinggi dibandingkan kelas kontrol. Dengan demikian, dapat disimpulkan bahwa penerapan pembelajaran berdiferensiasi berpengaruh signifikan terhadap pemahaman konsep matematika siswa kelas XI MAN 1 Majene.
Downloads
References
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Ed.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abridged ed.). Longman.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. A. (2019). Introduction to research in education (10th ed.). Cengage.
Bell, F. H. (1978). Teaching and learning mathematics (in secondary school). Wm. C. Brown.
Bursal, M. (2013). Longitudinal investigation of elementary students’ science academic achievement in 4–8th grades: Grade level and gender differences. Educational Sciences: Theory and Practice, 13(2), 1151–1156.
De Neve, D., Devos, G., & Tuytens, M. (2015). The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction. Teaching and Teacher Education, 47, 30–41. https://doi.org/10.1016/j.tate.2014.12.003
Derici, R. M., & Susanti, R. (2023). Analisis gaya belajar peserta didik guna menerapkan pembelajaran berdiferensiasi di kelas X SMA Negeri 10 Palembang. Research and Development Journal of Education, 9(1), 414–420. https://doi.org/10.30998/rdje.v9i1.16903
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://doi.org/10.1177/0162353214529042
English, L. D., & Kirshner, D. (Ed.). (2016). Handbook of international research in mathematics education (3rd ed.). Routledge.
Evendi, H., Rosida, Y., & Zularfan, D. (2023). Pembelajaran berdiferensiasi dalam pembelajaran matematika di Kurikulum Merdeka SMPN 4 Kragilan. Joong-Ki: Jurnal Pengabdian Masyarakat, 2(2), 181–186.
Eysink, T. H. S., Hulsbeek, M., & Gijlers, H. (2017). Supporting primary school teachers in differentiating in the regular classroom. Teaching and Teacher Education, 66, 107–116. https://doi.org/10.1016/j.tate.2017.04.002
Fahrudin, F., Ansari, A., & Ichsan, A. S. (2021). Pembelajaran konvensional dan kritis kreatif dalam perspektif pendidikan Islam. Hikmah, 18(1), 64–80. https://doi.org/10.53802/hikmah.v18i1.101
Fatqurhohman. (2016). Pemahaman konsep matematika siswa dalam menyelesaikan masalah bangun datar. Jurnal Ilmiah Pendidikan Matematika, 4(2), 127–133. https://doi.org/10.25273/jipm.v4i2.847
Feuchter, M. D., & Preckel, F. (2022). Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping. Journal of Educational Psychology, 114(6), 1477–1493. https://doi.org/10.1037/edu0000694
Gibbs, K., & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109, Artikel 101799. https://doi.org/10.1016/j.ijer.2021.101799
Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29, Artikel 100306. https://doi.org/10.1016/j.edurev.2019.100306
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hardy, I., Decristan, J., & Klieme, E. (2019). Adaptive teaching in research on learning and instruction. Journal for educational research online, 11(2), 169–191. https://doi.org/10.25656/01:18004
Hiebert, J., & Lefevrfe, P. (2009). Conceptual and procedural knowledge in mathematics. An introductory analysis. Dalam J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (h. 1–27). Routledge.
Hu, L. (2024). Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022). Asia Pacific Education Review, 25(2), 507–525. https://doi.org/10.1007/s12564-024-09931-y
Husnaidah, M., Serli, M., & Sofiyah, K. (2024). Konsep dasar matematika fondasi untuk berpikir logis. Jurnal Ilmiah Multidisiplin Terpadu, 8(12), 41–47.
Johnsen, S. (2003). Adapting instruction with heterogeneous groups. Gifted Child Today, 26(3), 5. https://doi.org/10.1177/107621750302600302
Jokinen, H., Heikkinen, H. L. T., & Morberg, Å. (2012). The induction phase as a critical transition for newly qualified teachers. Dalam P. Tynjälä, M.-L. Stenström, & M. Saarnivaara (Ed.), Transitions and transformations in learning and education (h. 169–185). Springer. https://doi.org/10.1007/978-94-007-2312-2_11
Kamal, S. (2021). Implementasi pembelajaran berdiferensiasi dalam upaya meningkatkan aktivitas dan hasil belajar matematika siswa kelas XI MIPA SMA Negeri 8 Barabai. Jurnal Pembelajaran dan Pendidik, 1(1), 89–100.
Khoirunnisa’, N., Arifa, D., Hidayatullah, S., & Susilo, B. E. (2024). Kajian literatur: Model pembelajaran inkuiri sebagai strategi efektif dalam pembelajaran matematika untuk merangsang berpikir kritis. PRISMA, Prosiding Seminar Nasional Matematika, 7, 744–751.
Kilpatrick, J., Swafford, J., & Findell, B. (Ed.). (2001). Adding it up: Helping children learn mathematics. National Academy Press.
Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Pro-Ed.
Marlina. (2021). Panduan pelaksanaan model pembelajaran berdiferensiasi di sekolah inklusif. CV Afifa Utama.
McGillicuddy, D., & Devine, D. (2018). “Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school. Teaching and Teacher Education, 70, 88–99. https://doi.org/10.1016/j.tate.2017.11.008
McQuarrie, L. M., & Mc Rae, P. (2010). )., 3(4), 1e18. (2010). A provincial perspective on differentiated instruction: The Alberta Initiative for School Improvement (AISI). Journal of Applied Research on Learning, 3(4), 1– 18.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.
OECD. (2026). PISA 2025 assessment and analytical framework.
Pebriyanti, D. (2023). Pengaruh implementasi pembelajaran berdiferensiasi pada pemenuhan kebutuhan belajar peserta didik tingkat sekolah dasar. Jurnal Kridatama Sains dan Teknologi, 5(01), 89–96. https://doi.org/10.53863/kst.v5i01.692
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54, 22–34. https://doi.org/10.1016/j.learninstruc.2018.01.009
Riduwan. (2023). Dasar-dasar statistika. Alfabeta.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346–362. https://doi.org/10.1037/0022-0663.93.2.346
Roy, A., Guay, F., & Valois, P. (2013). Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale. International Journal of Inclusive Education, 17(11), 1186–1204. https://doi.org/10.1080/13603116.2012.743604
Sanjaya, W. (2022). Perencanaan dan desain sistem pembelajaran. Kencana.
Scherer, R., Siddiq, F., & Viveros, B. S. (2020). A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions. Computers in Human Behavior, 109, Artikel 106349. https://doi.org/10.1016/j.chb.2020.106349
Simanjuntak, S. S., & Listiani, T. (2020). Penerapan differentiated instruction dalam meningkatkan pemahaman konsep matematika siswa kelas 2 SD. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(2), 134–141. https://doi.org/10.24246/j.js.2020.v10.i2.p134-141
Simon, M. A. (2017). Explicating mathematical concept and mathematical conception as theoretical constructs for mathematics education research. Educational Studies in Mathematics, 94(2), 117–137. https://doi.org/10.1007/s10649-016-9728-1
Simon, M. A., Placa, N., & Avitzur, A. (2016). Participatory and anticipatory stages of mathematical concept learning: Further empirical and theoretical development. Journal for Research in Mathematics Education, 47(1), 63–93. https://doi.org/10.5951/jresematheduc.47.1.0063
Skemp, R. R. (1987). The psychology of learning mathematics (Expanded American ed.). Routledge.
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10, Artikel 2366. https://doi.org/10.3389/fpsyg.2019.02366
Stacey, K., & Turner, R. (2015). The evolution and key concepts of the PISA mathematics frameworks. Dalam K. Stacey & R. Turner (Ed.), Assessing mathematical literacy: The PISA experience (h. 5–33). Springer. https://doi.org/10.1007/978-3-319-10121-7_1
Tirtawati, N. L. R. (2024). Proses pembelajaran berdiferensiasi untuk meningkatkan keterampilan berfikir kritis dan hasil belajar siswa SMA. Journal of Education Action Research, 8(1), 51–62. https://doi.org/10.23887/jear.v8i1.73936
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. ASCD.
Tomlinson, C. A., & Imbeau, M. (2022). Leading and managing a differentiated classroom (2nd ed.). ASCD.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9–12. ASCD.
UNESCO. (2017). A guide for ensuring inclusion and equity in education. https://unesdoc.unesco.org/ark:/48223/pf0000248254 https://doi.org/https://unesdoc.unesco.org/ark:/48223/pf0000248254
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Sabri Sabri, Muhammad Sabiq Khayri, Hisyam Ihsan
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
