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All Journal JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Innovative: Journal Of Social Science Research
Syiamfitri, Lailatil
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Pengaruh Penerapan Pendekatan Berdiferensiasi Berbasis Model Problem Based Learning Terhadap Hasil Belajar Matematika Siswa Kelas IV SD Kecamatan Rao Selatan Kabupaten Pasaman Syiamfitri, Lailatil; Firman, Firman; Desyandri, Desyandri
Innovative: Journal Of Social Science Research Vol. 4 No. 6 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i6.16374

Abstract

There are no students in the same class. They come from different backgrounds, have different learning preferences, different interests, or learn at different paces so their readiness to learn is different. This learning practice is important to share because it is expected to provide benefits related to the application of learning in elementary schools. Different learning in this study uses the Problem Based Learning (PBL) Model. The strategy used in this case is differentiated by Learning is to map learning needs based on three aspects, namely learning readiness, learning interests, and student learning profiles using surveys filled out through smartphones. Then the author plans different learning based on the mapping results, namely providing a variety of options for strategies, materials, and ways to learn. The learning results that have been carried out are that students are very happy and enthusiastic in participating in learning from beginning to end. The differentiated learning carried out is able to accommodate the learning needs of students in one class.
Pengaruh Penerapan Model Problem Based Learning Berdiferensiasi terhadap Hasil Belajar Matematika Siswa Kelas IV Sekolah Dasar Syiamfitri, Lailatil; Zen, Zelhendri
Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 9, No 1 (2025): JIPPSD
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jippsd.v9i1.137153

Abstract

Mathematics learning in elementary schools requires instructional models that accommodate students’ diverse learning characteristics. However, mathematics instruction is often conducted using conventional approaches that limit student engagement and result in low learning outcomes, particularly in whole number division topics. This study aimed to examine the effect of a Problem Based Learning model integrated with a differentiated approach on students’ mathematics learning outcomes. The study employed a quantitative approach using a quasi-experimental design. The participants consisted of fourth-grade elementary school students divided into an experimental group and a control group. The experimental group was taught using Problem Based Learning with differentiated instruction, while the control group received conventional instruction. Data were collected using a mathematics learning outcome test and analyzed using an independent sample t-test. The results indicated a significant difference in learning outcomes between the two groups, with a significance value of 0.004, indicating that the experimental group achieved higher learning outcomes than the control group. These findings demonstrate that integrating Problem Based Learning with a differentiated approach effectively enhances students’ understanding of whole number division. This study highlights the importance of student-centered and adaptive instructional strategies to improve mathematics learning outcomes in elementary education.
Co-Authors Desyandri Desyandri Firman Firman Zen, Zelhendri