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Journal : M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika

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Implementation of Differentiated Instruction in Mathematics Learning to Increase Student Engagement at SMAN 1 Indramayu Rahmatulloh, Rahmatulloh; Alfin, Edward; Supriyatno, Dawud; Natalia, Desi; Nurfatah, Agus; Setyawati, Nunuk; Nugroho, Erwin Raka
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1055

Abstract

This study examines the implementation of differentiated instruction in mathematics learning at SMAN 1 Indramayu, focusing on how teachers design and apply differentiation in terms of content, process, and product, as well as its impact on student engagement. A qualitative descriptive exploratory approach was employed. Data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis of lesson plans and learning materials. The data were analyzed using an interactive qualitative analysis model involving data reduction, data display, and conclusion drawing, supported by triangulation across data sources to ensure credibility. The findings indicate that teachers successfully implemented differentiated instruction, particularly by adapting learning processes and products to students’ readiness levels and interests. This implementation led to increased student engagement across behavioral, emotional, and cognitive dimensions. Behavioral engagement improved through more active classroom participation, emotional engagement increased as students showed greater enthusiasm and enjoyment, and cognitive engagement strengthened as students demonstrated improved problem-solving and analytical abilities. Additionally, differentiated instruction promoted inclusivity and collaboration, aligning with the objectives of the Merdeka Curriculum. Despite challenges such as limited preparation time and technological constraints, differentiated instruction proved effective in enhancing classroom dynamics and learning outcomes. Continuous professional development and institutional support are recommended to sustain its implementation in mathematics education.
Co-Authors - Afrizal Achmad Hidir Ade Kristianus Kaloeti Akliya, Khairinil Aldi Putra, Rahmat Alfonso Munte Amaliya, Rezky Amini, Fahrisa Ananda Harjono, Alystia Arifin, M Bahri Arthur Huwae Astiti, Ni Nyoman Adi Aulia, Putrie Azmi, Fahrul Cristin, Yolanda Deri Susanto Douw, Devita Edi Gunawan Edward Alfin Ernawati Ernawati Esa, Muh. Bagus Nugroho Firjani, Alya Firman, Al Hadiningrum, Sri Harahap, Siti Khoiria Hidayani, Hidayani Ibnu Elmi AS Pelu Ivanna, Julia Jefry Tarantang Jeniva, Isabella Jeniwanti Carolina Kotte Kezia, Gita Putri Kiyatno Kiyatno Komang Tri Wahyuni . Kristiani, Anastasia Putri Kristina, Parista Lianto Lubis, Razoki M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Manullang, Alfon Apriel Maria Veronica Mayusa, Askar Merilyn Muhammad Tahir Nasution, Risa Elvina Nita Maya Valiantien Novriani, Erida Nugroho, Erwin Raka Nurfatah, Agus Ohoitimur, Hendrica Henny Pranata, Dwi Agus Purba, Endhita Putri Purnomo, Listiya Ike Putri Z, Amirah Dea Rahmad Kurniawan Rahmatulloh Rahmatulloh, Rahmatulloh Reviza, Liza Riauli Susilawaty Hutapea Rohman, Asep Abdul Rubianus Rubianus Sari, Evita Setinawati Setyawati, Nunuk Sihaloho, Fransisco Simanullang, Alfon Apriel Sinaga, Eko Pranata Sinaga, Lamtiurma Siringo-ringo, Juwita Juliana Sitompul, Yunike Sarah Suherman Sulvina, Ardilla Supriyatno, Dawud Syahruddin Hattab Syaputri, Sity Andiny Tarigan, Selvi Br Tonapa, Jessica Fransisca Topanus Tulak Tulak, Harmelia Waluyo Waluyo Widjaja, Evelin Maharani Yumarni, Asmara Zahirah, Amirah Dea Putri