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Trisnani, Novy
IKIP PGRI Wates Yogyakarta
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Elementary School Teacher

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ANALYSIS OF ELEMENTARY SCHOOL STUDENTS' LEARNING ACTIVITY IN DIFFERENTIATED MATHEMATICS LEARNING Trisnani, Novy
Elementary School Teacher Vol. 8 No. 1 (2025): Elementary School Teacher Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/q0bj0339

Abstract

Learning activity enhances learning effectiveness, including in differentiated instruction. This study analyzes student learning activity in mathematics using a differentiated approach in elementary schools. The research employs a qualitative descriptive method with one mathematics teacher and 25 fifth-grade students at SD Negeri Tanjungharjo. Data were collected through observation, interviews, and document analysis, then analyzed through data collection, reduction, presentation, and conclusion drawing. Observations show that differentiated mathematics learning has been well implemented. Key strengths include the availability of diverse learning resources, which are widely accessible and effectively utilized, and the provision of personalized and constructive feedback that supports student learning. However, challenges remain in defining clear and adaptable differentiated learning objectives and managing time effectively during lessons. Student activity is most evident in listening, where students show full engagement, while writing activities are less prominent, and oral participation remains moderate. Interviews indicate benefits such as increased engagement and better concept comprehension. Challenges include limited teacher training, varying student abilities, and restricted time for personalized instruction. Documentation analysis confirms alignment with differentiated learning principles, though inconsistencies exist. Challenges include time constraints, student ability differences, and resource needs. Teachers should undergo further training and refine time management strategies to enhance student engagement effectively.
Co-Authors Al Ikhlas, Al Ikhlas Anita Dewi Astuti Anita Dewi Astuti Anita Dewi Astuti Ar-Raafi’, Fahrozi Astuti, Anita Dewi Atika Dwi Evitasari Buaga, Garib Firman Efriana Jon, Efriana Endah Rahmawati Endah Rahmawati Evitasari, Atika Dwi Farid, Mohammad Ghufroni Faridl Musyadad Farkhan, Muhammad Geyol Sugiyanta Heri Retnawati Hermansyah, Agus Kichi Ilfa Linda Apriliana Ismarini Bekti Setiani Lestari, Shindy Musthofa, Zaenal Muthi’ah, Hana Nur Sya'ban Ratri Dwi Mulyani Nurmaliati Nursiwi Nugraheni Prehadini, Tampi Ratri Shinta Wardani Rendi H.A. Tamagola Santika, Yessy Sari, Elok Fariha Sari, Ira Wulan Siwi Utaminingtyas Siwi Utaminingtyas Sugiyanta, Geyol Suheni Damastuti Syauqie Muhammad Marier Utami, Asih Wardhani, Ratri Shinta Wiwit Sri Intan Wulan Tri Puji Utami Wuri Wuryandani Yessy Santika Yulia Palupi Yunaini, Norma