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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Agustina
Universitas Muhammadiyah Makassar
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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The MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA MELALUI STRATEGI PEMBELAJARAN BERDIFERENSIASI PADA KELAS VIII SMP NEGERI 2 SUNGGUMINASA Maya Atasah BT Ali Rahmah; Agustina; Sitti Rahma Tahir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 04 Desember 2024 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.4405

Abstract

ABSTRACT This study is motivated by the low academic performance of students observed during initial assessments and interviews with teachers. It is a classroom action research aimed at improving the mathematics learning outcomes of eighth-grade students at SMP Negeri 2 Sungguminasa through differentiated learning strategies that focus on process differentiation. The subjects of this study are 31 students from class VIII.5 at SMP Negeri 2 Sungguminasa. The research was conducted over two cycles. Data collection involved administering tests and conducting observations using observation sheets. The data collected were analyzed using both quantitative and qualitative methods. The findings indicate that mathematics learning outcomes improved through differentiated learning for the students in class VIII.5 at SMP Negeri 2 Sungguminasa. This is demonstrated by: (1) An increase in the average mathematics learning score in the cognitive aspect, from 83.33 in Cycle I to 93.75 in Cycle II; (2) An increase in student engagement from Cycle I to Cycle II, with active students rising from 11 and 12 moderately active students in Cycle I to 18 active and 13 moderately active students in Cycle II; (3) An improvement in the skill aspect of mathematics learning, with the number of skilled students increasing from 15 and 13 moderately skilled students in Cycle I to 22 skilled and 9 moderately skilled students in Cycle II. Keywords: Differentiated Learning, Differentiated Process, Learning Outcomes. ABSTRAK Latar belakang penelitan ini yaitu rendahnya hasil belajar siswa yang diperoleh pada saat observasi awal dan wawancara dengan guru mata pelajaran. Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan hasil belajar matematika siswa kelas VIII.5 SMP Negeri 2 Sungguminasa melalui strategi pembelajaran berdiferensiasi dengan melibatkan aspek diferensiasi proses. Subjek penelitian ini adalah siswa kelas kelas VIII.5 SMP Negeri 2 Sungguminasa yang berjumlah 31 orang. Penelitian ini dilaksanakan dalam dua siklus. Pengumpulan data dilakukan dengan memberikan tes dan pengamatan melalui lembar observasi. Data yang dikumpulkan dianalisis dengan analisis kuantitatif dan kualitatif. Hasil penelitian ini diperoleh bahwa hasil belajar matematika meningkat melalui pembelajaran berdiferensiasi pada siswa kelas kelas VIII.5 SMP Negeri 2 Sungguminasa. Hal ini dibuktikan oleh: (1) Meningkatnya rata-rata hasil belajar matematika pada aspek kognitif siswa yaitu 83,33 pada siklus I menjadi 93,75 pada siklus II; (2) Meningkatnya keaktifan siswa dari siklus I ke siklus II, yaitu pada siklus I 11 siswa yang aktif dan 12 siswa yang cukup aktif meningkat pada siklus II dimana siswa yang aktif menjadi 18 siswa dan siswa yang cukup aktif menjadi 13 siswa; (3) Meningkatnya hasil belajar matematika pada aspek siswa didik dari siklus I ke siklus II, yaitu pada siklus I siswa yang terampil berjumlah 15 orang dan siswa yang cukup terampil berjumlah 13 orang meningkat di siklus II dimana siswa yang terampil meningkat menjadi 22 orang dan siswa yang cukup terampil menjadi 9 orang. Kata Kunci: Pembelajaran Berdiferensiasi, Berdiferensiasi Proses, Hasil Belajar
Efektivitas Model Problem Based Learning Berbantuan Simulasi Interaktif PhET terhadap Keterampiilan Berpikir Kritis dan Hasil Belajar IPA Siswa SMP Negeri 2 Galesong Selatan Bahrur Rahman Hasba; Nur Faidah; Nur Fadilah Anwar; Agustina; Uchy Auliandari; Aura Suci Ramadhani; Nurannisa; Putri Karlina
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.2989

Abstract

Science learning requires learning experiences that encourage students to analyze problems, explore scientific phenomena, and construct understanding through active investigation. However, conventional learning activities may provide limited opportunities for students to develop critical thinking skills and achieve optimal learning outcomes, particularly when abstract scientific concepts are not supported by interactive learning resources. This study aimed to determine the effectiveness of implementing the Problem Based Learning (PBL) model assisted by PhET Interactive Simulation on the critical thinking skills and science learning outcomes of eighth-grade students at SMP Negeri 2 Galesong Selatan. The study employed a quantitative approach with a quasi-experimental design using a Pretest–Posttest Control Group Design. The sample consisted of 64 students divided into an experimental class and a control class, with 32 students in each class. Data were collected through pretest–posttest tests, observation sheets, and documentation. Data were analyzed descriptively and inferentially using normality tests, homogeneity tests, Independent Samples t-test, and Normalized Gain (N-Gain) analysis. The results showed that the mean critical thinking skill score in the experimental class increased from 48.62 to 84.87, while the control class increased from 47.95 to 73.41. The mean science learning outcome score in the experimental class increased from 50.31 to 86.25, whereas the control class increased from 49.84 to 74.18. The N-Gain analysis showed an improvement in critical thinking skills of 0.71 and science learning outcomes of 0.73 in the experimental class, both categorized as high, while the control class obtained N-Gain values of 0.49 and 0.51, respectively, categorized as moderate. The Independent Samples t-test yielded significance values of 0.000 for critical thinking skills and 0.001 for science learning outcomes (p < 0.05), indicating a statistically significant difference between the experimental and control classes. The findings indicate that the implementation of the Problem Based Learning model assisted by PhET Interactive Simulation was associated with improved critical thinking skills and science learning outcomes among eighth-grade students at SMP Negeri 2 Galesong Selatan.
Co-Authors Aura Suci Ramadhani Bahrur Rahman Hasba Maya Atasah BT Ali Rahmah Nur Fadilah Anwar Nur Faidah Nurannisa Putri Karlina Sitti Rahma Tahir Uchy Auliandari