Pemaksimalan pembelajaran berdiferensiasi berbasis kelompok gaya belajar siswa dalam mata pelajaran matematika

Destalia Putri; Muhammad Shofi Mubarok

doi:10.61291/jpi.v6i3.226

Authors

Destalia Putri Universitas Peradaban, Indonesia Author
Muhammad Shofi Mubarok Universitas Peradaban, Indonesia Author

DOI:

https://doi.org/10.61291/jpi.v6i3.226

Keywords:

differentiated learning, learning styles, learning outcomes, student engagement, pembelajaran berdisferensiasi, gaya belajar, hasil belajar

Abstract

This study aims to describe the implementation of differentiated learning based on students’ learning styles (visual, auditory, and kinesthetic) in improving engagement and mathematics learning outcomes among fifth-grade students at SD Negeri Paguyangan 02. A descriptive qualitative approach was employed, using observation, interviews, and documentation for data collection. The results reveal that systematic implementation of differentiated learning significantly enhanced student engagement. The activity indicator achievement increased from 37.5% to over 80% after instruction was adjusted to match students’ learning styles. Furthermore, the average mathematics score rose from 50.71 to 85.64, with 89.7% of students achieving scores ≥80. The kinesthetic group demonstrated the highest improvement, followed by visual and auditory learners. These findings indicate that differentiated learning based on learning styles is effective in fostering active, adaptive, and student-centered instruction.

References

Abdussamad, Z. (2021). Metode penelitian kualitatif. Makassar: CV Syakir Media Press.

Anggraini, P. D., & Wulandari, S. S. (2021). Analisis penggunaan model pembelajaran Project-Based Learning dalam peningkatan keaktifan. Jurnal Pendidikan Administrasi Perkantoran, 9, 292–299.

Hardani, H., Auliya, N. H., Andriani, H., Fardani, R. A., Ustiawaty, J., Utami, E. F., Sukmana, D. J., & Istiqomah, R. R. (2020). Metode penelitian kualitatif dan kuantitatif. Yogyakarta: CV Pustaka Ilmu Group Yogyakarta.

Junaedi, I. (2019). Proses pembelajaran yang efektif. Journal of Information System, Applied, Management, Accounting and Research, 3(2), 19–25.

Kholidah, N., Maryani, I., & Latifah, A. (2024). Effectiveness of differentiated learning approaches based on learning styles in improving science learning outcomes. Journal of Social and Community Development, 1(1), 34–44.

Khristiani, H., Susan, E., Purnamasari, N., Purba, M., Anggraeni, A., & Saad, Y. (2021). Model pengembangan pembelajaran berdiferensiasi (differentiated instruction). Jakarta: Pusat Kurikulum dan Pembelajaran, Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Murni, N. F. (2021). Upaya meningkatkan keaktifan siswa dalam proses pembelajaran. Science, Engineering, Education, and Development Studies (SEEDS): Conference Series, 5(1), 7–11.

Nasution, M. (2022). Ragam gaya belajar siswa. Bogor: Pustaka Taman Ilmu.

Puspita, R. D., Paksi, H. P., & Sukaji. (2023). Penerapan pembelajaran berdiferensiasi (gaya belajar) untuk meningkatkan hasil belajar muatan IPAS materi sistem pernapasan manusia kelas V SDN Sukowati Kapas Bojonegoro. Journal on Education, 6(1), 871–885.

Santrock, J. W. (2007). Perkembangan anak. Jakarta: Erlangga.

Sutrisno, L. T., & Hernawan, A. H. (2023). Penerapan pembelajaran berdiferensiasi sebagai salah satu pemecahan masalah masih kurangnya keaktifan peserta didik saat proses pembelajaran berlangsung. Journal of Elementary Education, 6(1), 111–121.

Wahyuningtyas, D. P., Susanti, R. A., & Elvira, M. (2023). Pembelajaran berdiferensiasi untuk implementasi Kurikulum Merdeka. Malang: PT Literasi Nusantara Abadi Grup.