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Sriwahyuni , Sriwahyuni
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Identification of Differentiated Learning in Class V of SDN Kabonena Mutiara, Mutiara; Herlina, Herlina; Asriani, Asriani; Firmansyah, Arif; Sriwahyuni , Sriwahyuni
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5686-5696

Abstract

The curriculum is an important guideline in achieving educational goals, which is designed according to the aspirations and needs of students. Government Regulation Number 57 of 2021, concerning National Education Standards emphasizes the importance of curriculum development that is tailored to the characteristics of the region, the character of the educational unit, and the needs of students. This is a form of school independence, where each educational unit is given the widest possible space to develop its own operational curriculum that reflects their own needs and peculiarities.  However, there are still many schools that have not implemented a flexible curriculum optimally. This study aims to describe the implementation of differentiated learning in grade V of SDN Kabonena. Using a qualitative approach of case studies, the results show that teachers have applied the principle of differentiation in aspects of content, process, and learning environment. The materials are tailored to the students' abilities, learning methods vary, and the classroom environment is designed to be comfortable and supports independent learning. However, in the product aspect, there has been no variation in the way students show understanding, due to the limitations of understanding and teachers' ability to implement differentiation. The solution offered is to hold regular training on differentiated learning strategies, as well as facilitate teachers to participate in seminars or learning communities to improve competence in implementing student-centered learning effectively and comprehensively.
Implementasi Math Club untuk Memperkaya Pengalaman Belajar Siswa SMP Negeri 2 Majene Silong, Marlina Since; Irmawati , Irmawati; Muliana, Ana; Sriwahyuni , Sriwahyuni; Novianus , Novianus
Jurnal Abdimas Multidisiplin Vol 4 No 2 (2026): April
Publisher : Penerbit Goodwood

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jamu.v4i2.5912

Abstract

Purpose: This study aimed to apply a Math Club program to enhance students’ participation, confidence, and learning experiences in mathematics by creating an active, enjoyable, and meaningful learning environment. Research Methodology: The study was conducted at SMP Negeri 2 Majene over four months with nine students using a descriptive quantitative-qualitative design. Data were collected through observations, questionnaires, interviews, pre- and post-tests, and attendance records to evaluate changes in participation and mathematics-learning outcomes. Results: The results showed a significant improvement in students’ learning participation and engagement. The attendance increased from 60% to 85%. Active participation in asking questions and discussions increased from approximately 30% to 70%. Students’ mathematics test scores improved by 15–20%, and 75% of the students reported reduced anxiety and higher self-confidence. Conclusions: The Math Club program is an effective mathematics enrichment activity that enhances participation, achievement, and positive attitudes toward mathematics learning. Limitations: The study was limited by the small number of participants and implementation in only one school. Contributions: This study contributes to mathematics education by providing a practical enrichment model for teachers, schools, and teaching assistants to improve students’ engagement and learning experiences.
Co-Authors Arif Firmansyah Asriani Asriani, Asriani Herlina Herlina Irmawati , Irmawati Muliana, Ana mutiara mutiara Novianus , Novianus Silong, Marlina Since