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All Journal Journal International Inspire Education Technology (JIIET) Jurnal Pendidik Indonesia Jurnal Dialektika Program Studi Pendidikan Matematika
Mubarok, Muhammad Shofi
Unknown Affiliation
Chemistry Computer Science & IT Education Mathematics Physics Social Sciences

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Innovations in Learning Models for Diverse Educational Needs Mubarok, Muhammad Shofi; Giovanni, Netaniel; Khan, Jamil; Mukaromah, Muhimmatul; Muhammad, Muhammad
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.783

Abstract

The rapid development of education in the 21st century demands innovative learning models that accommodate diverse educational needs. Traditional learning models often fail to address the varied learning styles, abilities, and backgrounds of students. This research aims to explore and develop innovative learning models that enhance inclusivity and effectiveness in diverse educational settings. A qualitative research method with a case study approach was employed, involving observations, interviews, and document analysis in several educational institutions. The findings indicate that the integration of technology-based learning, differentiated instruction, and student-centered approaches significantly improves learning outcomes and engagement. Furthermore, adaptive and flexible models cater to students with different cognitive and socio-cultural backgrounds, fostering a more inclusive learning environment. The study concludes that continuous innovation in learning models is essential for addressing the dynamic challenges of modern education. Implementing personalized and technology-integrated approaches enhances learning effectiveness, equity, and accessibility. Future research should focus on refining these models and evaluating their long-term impact on student achievement.
Pemaksimalan pembelajaran berdiferensiasi berbasis kelompok gaya belajar siswa dalam mata pelajaran matematika Putri, Destalia; Mubarok, Muhammad Shofi
Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v6i3.226

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.
AKSIOLOGI MATEMATIKA DAN IMPLIKASINYA DALAM PEMBELAJARAN MATEMATIKA: Array Mubarok, Muhammad Shofi
Jurnal Dialektika Program Studi Pendidikan Matematika Vol. 9 No. 1 (2022): DIALEKTIKA Pendidikan Matematika
Publisher : Universitas Peradaban

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Abstract

Latar belakang penelitian ini adalah fakta yang menunjukan sikap dan minat peserta didik terhadap pelajaran matematika masih rendah, dan menjadi pelajaran yang dihindari. Penelitian ini adalah penelitian kepustakaan yang bertujuan mengkaji dua hal pokok. Pertama, aksiologi matematika. Kedua, implikasi aksiologi matematika. Hasil penelitian menunjukkan bahwa aksiologi matematika adalah sesuatu yang penting untuk meningkatkan daya tarik matematika dan minat peserta didik untuk mempelajarinya. Aksiologi matematika bisa membuat pembahasan pada setiap pokok bahasan matematika menjadi lebih real dan tangible. Aksiologi matematika ini berimplikasi kepada keharusan peningkatan kompetensi dan kreativitas guru, yaitu: guru harus bisa memanfaatkan internet untuk mencari data update dengan pokok bahasan dan membangun big data yang terstruktur dan sistematis yang behubungan pokok bahasan; guru mampu menghubungkan pembahasan matematika dengan kearifan lokal; guru perlu merencanakan praktek pada materi-materi matematika yang abstrak dan merencanakan kunjungan ke instansi terkait berbasis kebutuhan materi/pokok bahasan.
Co-Authors Giovanni, Netaniel Khan, Jamil Muhammad Muhammad Muhimmatul Mukaromah Putri, Destalia