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All Journal Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Mathema: Jurnal Pendidikan Matematika
Ismaini Sitompul
Universitas Tangerang Raya
Religion Humanities Education Mathematics Social Sciences Other

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Differentiated Learning Model Based on the Cambridge Curriculum: A Case Study of Self Regulated Learning Ability and Mathematics Learning Achievement Nadya Amalia; Ismaini Sitompul; Muhammad Khaedir Lutfi; Ima Hilmiatur Rosidah
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1286

Abstract

This study aims to analyze the implementation of a differentiated learning model based on the Cambridge Curriculum and its impact on students’ Self-Regulated Learning (SRL) skills and mathematics learning achievement. The research employed a mixed-methods approach with an embedded experimental design, in which quantitative and qualitative data were collected simultaneously to obtain a comprehensive understanding of the model’s effectiveness. The research subjects were Cambridge Lower Secondary students at a private school in Indonesia that implements the Cambridge Curriculum. The instruments used included a mathematics achievement test, an SRL questionnaire, and an observation checklist of learning activities. The results indicate that the implementation of differentiated learning significantly improved students’ learning outcomes compared to conventional instruction, particularly in problem-solving skills and understanding of basic mathematical concepts. In addition, there was an improvement in students’ self-regulation abilities, including goal setting, selection of learning strategies, and self-reflection. It can be concluded that the integration of differentiated learning with the Cambridge Curriculum is effective in enhancing student engagement, learner autonomy, and academic achievement in mathematics learning.
Integration of Language and Mathematical Intelligence in Improving Elementary School Students' Literacy Ismaini Sitompul; Muhammad Amien Rais; Nurul Hadawiyah Sitompul
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 4 No 3 (2025): September Edition: Multiple Intelligences of Students in Formal, Informal, and No
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v4i3.403

Abstract

Elementary school students' literacy levels are often separated between language skills and mathematical reasoning, resulting in partial and less impactful improvement efforts. This research aims to systematically examine evidence on the integration of language and mathematical intelligence to improve elementary school students' literacy. The method used was a systematic literature review (SLR) based on PRISMA guidelines, searching Scopus, WoS, ERIC, and Google Scholar databases with combinatorial keywords such as "language intelligence," "mathematical reasoning," "integrated literacy," and "elementary students" for the period 2014–2025. Inclusion criteria included empirical studies in elementary education, language-mathematics integration interventions or models, and reporting of literacy learning outcomes; exclusion criteria included non-empirical studies and educational levels beyond elementary school. Selection was carried out in stages (identification, duplication screening, abstract title screening, full review), followed by quality assessment using the Mixed Methods Appraisal Tool (MMAT) checklist. Data were extracted and synthesized through a narrative thematic mapping of intervention design, task modalities, outcome metrics, and implementation conditions. Results demonstrate consistent improvements in inferential understanding, translation across textual representations of graphs, tables, and evidence-based argumentation, particularly in the design of authentic multimodal tasks that orchestrate reading, reasoning, writing, and arithmetic. Consequently, this integration strengthens reading and numeracy literacy while fostering early data literacy; practical implications emphasize an integrated thematic curriculum, teacher capacity building for multimodal tasks, and integrated formative assessment that captures both the process and the product of learning.
Co-Authors Ima Hilmiatur Rosidah Muh. Khaedir Lutfi Muhammad Amien Rais Muhammad Khaedir Lutfi Nadya Amalia Nurul Hadawiyah Sitompul Rosidah Ima Hilmiatur