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All Journal Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Robiah Adawiah, Eka Elia
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Education Mathematics

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A STUDI LITERATUR: PENINGKATAN NUMERASI PESERTA DIDIK DENGAN PENERAPAN PEMBELAJARAN DIFERENSIASI TINGKAT SMA/MA/SMK: Asesmen Nasional, Kurikulum Merdeka, Matematika, Model Pembelajaran, dan Pendekatan Pembelajaran Robiah Adawiah, Eka Elia; In In Supianti
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 9 No. 2 (2024): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v9i2.17901

Abstract

Mathematics is one of the basic sciences that has an important role in the development of science and technology. In the world of education, thinking skills need to be developed in the learning process, especially to solve mathematical problems (Hanany and Sumaji, 2020). Numeracy ability is a person's intellectual ability that involves systematic and logical thinking processes in carrying out arithmetic operations (Gunur, 2018). Investigation of students' numeracy abilities is an important thing to do. By analyzing the learning process and the results of students' numeracy abilities, it can be seen what students' numeracy abilities are. Therefore, it is necessary to use a learning model that can improve the ability to solve numeracy problems, one of which is the application of differentiated learning that can accommodate students' needs. The research method used is a qualitative literature study, which analyzes findings from various previous studies. The research results show that differentiated learning not only increases students' learning activities and outcomes, but also increases students' learning motivation. Statistical analysis of these studies also increases the effectiveness of differentiated learning in students' numeracy abilities
Peningkatan Kemampuan Numerasi Dan Ketangguhan Belajar Melalui Pendekatan Pembelajaran Diferensiasi Ditinjau Dari Gaya Belajar Peserta Didik: Peningkatan Kemampuan Numerasi Dan Ketangguhan Belajar Melalui Pendekatan Pembelajaran Diferensiasi Ditinjau Dari Gaya Belajar Peserta Didik Robiah Adawiah, Eka Elia; Firmansyah, Eka
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 15 No. 2 (2025): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v15i2.33605

Abstract

This study aims to improve student’s numeracy skills and learning resilience through the implementation of differentiated instruction and to analyze the influence of learning styles on learning outcomes. A mixed-method approach with a pretest–posttest design was employed involving Grade XI students of SMKN 1 Binong Subang, assigned to an experimental class and a control class. The experimental class received differentiated instruction based on visual and kinesthetic learning styles, while the control class received conventional instruction. Research instruments included a numeracy test on arithmetic sequences and series as well as a learning resilience questionnaire. Data were analyzed using descriptive statistics, two-way ANOVA, and Pearson correlation. The findings indicate that differentiated instruction significantly improved student’s numeracy skills and learning resilience, whereas learning styles did not exert a meaningful effect either independently or in interaction with the instructional method. These results affirm that differentiated instruction effectively accommodates student diversity while supporting both cognitive and non-cognitive outcomes. Teachers are advised to implement differentiated instruction consistently by emphasizing student’s readiness and learning needs rather than relying solely on learning styles. Further research is suggested to examine the effectiveness of this instructional approach across different subjects or educational levels to strengthen the generalizability of the findings.
Co-Authors Eka Firmansyah Supianti, In In