IMPLEMENTATION OF DIFFERENTIATED LEARNING TO IMPROVE MATHEMATICS LEARNING OUTCOMES

Abstract

This research is motivated by the low mathematics learning outcomes of students caused by differences in students' learning abilities that have not been optimally accommodated in the learning process. The purpose of this research is to improve students' mathematics learning outcomes through the implementation of differentiated learning. This research uses the Classroom Action Research (CAR) method which is implemented in two cycles, where each cycle consists of the planning stage, action implementation, observation, and reflection. The research subjects were 30 eighth grade students. Data collection techniques were carried out through learning outcome tests, student activity observation sheets, and documentation. Data were analyzed using quantitative and qualitative descriptive techniques. The results of the study indicate that the implementation of differentiated learning can improve students' mathematics learning outcomes. This is seen from the increase in the percentage of student learning completion from the initial condition of 46.67%, increasing to 66.67% in cycle I, and reaching 86.67% in cycle II. In addition, student learning activities also showed an increase during the learning process. Thus, differentiated learning is effective in improving students' mathematics learning outcomes.