Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Tamansiswa International Journal in Education and Science (TIJES) Journal of Teaching and Learning Mathematics (JTLM)
Mohammad Syaifuddin
Universitas Muhammadiyah Malang, Indonesia
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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The Implementation of Differentiated Learning on Early Islamic Kindergarten in Lamongan, Indonesia Uswatun Chasanah; Mohammad Syaifuddin; Ria Arista Asih
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.20204

Abstract

This research aims to explore the planning, implementation, and assessment of differentiated learning for early Islamic kindergartens in Lamongan, Indonesia. The research method used is qualitative descriptive, with data collection through interviews, observations, and documentation. The results show that the planning of differentiated learning involves collaboration between the school principal and teachers, taking into account the interests, talents, and developmental levels of the children. The implementation of differentiated learning has been proven effective in increasing children's engagement and motivation, utilizing various teaching methods tailored to each child's learning style. Assessments are conducted continuously using anecdotal records, checklists, and work that reflect an authentic assessment approach. These findings suggest that differentiated learning not only motivates children's learning but also fosters an inclusive learning environment that supports the holistic development of young children. This research is expected to serve as a reference for the development of differentiated learning models in the context of early childhood education.
The Development of Project-Based Dakon-Assisted Teaching Modules to Improve Students' Cognitive Abilities and Collaboration Skills Razifa Syifqi Zulayfiyah; Mohammad Syaifuddin; Siti Inganah; Fahad Abdul Ghani
Journal of Teaching and Learning Mathematics Vol. 3 No. 2 (2026): Journal of Teaching and Learning Mathematics (January)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v3i2.43488

Abstract

Initial observations indicate that the cognitive ability of mathematics in the material of number patterns is relatively low and students' collaboration skills have not been seen. So the purpose of this study is to produce a valid, practical, and effective project-based dakon-assisted teaching module; in order to determine students' cognitive abilities and collaboration skills. In its learning, this study raises the culture of traditional Javanese games, namely Dakon. The method used in this study is the Research and Development (R&D) method with the ADDIE model. Data were obtained using pre-test-post-test instruments, LKPD, collaboration skills assessment questionnaires, and practicality questionnaires for teaching modules. The results of the study showed that: (1) The validity results of the teaching module reached 3.68 (very valid); pre-test-post-test validation of 3.73 (very valid); LKPD validation of 3.55 (valid); questionnaire validation of 3.70 (very valid) so that the teaching module and its instruments are said to be suitable for use in learning; (2) The results of the practicality questionnaire for the teaching module reached 87% score, so the application of the teaching module is said to be very practical. In addition, the teaching module has been tested on small groups and large groups of 24 students; (3) the N-Gain results obtained were 82%, which means that the application of the teaching module in the implementation of large group tests is said to be effective in improving students' cognitive abilities; (4) Furthermore, the results of collaboration skills obtained from the questionnaire data obtained a figure of 3.70 (very effective) which means that the teaching module is said to be very effective in improving students' collaboration skills.
Co-Authors Fahad Abdul Ghani Razifa Syifqi Zulayfiyah Ria Arista Asih Siti Inganah Uswatun Chasanah