<![CDATA[AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan keaktifan peserta didik melalui penerapan pembelajaran berdiferensiasi pada mata pelajaran Matematika materi FPB dan KPK di SD Negeri Baros Mandiri 4 Kota Cimahi. Penelitian ini merupakan penelitian tindakan kelas, dilaksanakan di kelas VI D pada semester ganjil tahun pelajaran 2022/2023 kurikulum merdeka. Jenis tindakan penelitian tindakan kelas ini menggunakan model Kemmis dan Taggart. Data dikumpulkan melalui observasi, angket dan dokumentasi, alat yang digunakan untuk mengumpulkan data penelitian: lembar observasi, angket keaktifan peserta didik, dan checklist dokumentasi. Data yang diperoleh pada penelitian ini dianalisis menggunakan teknik analisis deskriptif dengan presentase, selain itu juga didasarkan pada refleksi tiap siklus tindakan. Hasil penelitian: 1) Pemanfaatan Pembelajaran berdiferensiasi dengan memperhatikan gaya belajar peserta didik untuk pembelajaran dilakukan melalui tiga tahapan: pencarian data gaya belajar peserta didik, pengelompokan peserta didik, dan pemberian materi sesuai gaya belajar; 2) Pemanfaatan Pembelajaran berdiferensiasi dengan memperhatikan gaya belajar dapat meningkatkan keaktifan peserta didik berdasarkan lima indikator yaitu: fokus, kerjasama, mengemukakan pendapat atau ide, pemecahan masalah, dan disiplin. Kata Kunci: aya belajar, keaktifan peserta didik, pembelajaran berdiferensiasi AbstractThis research aims to determine the increase in student activity through the application of differentiated learning in Mathematics subjects for FPB and KPK at SD Negeri Baros Mandiri 4, Cimahi City. This research is a classroom action research, carried out in class VI D in the odd semester of the 2022/2023 academic year of the independent curriculum. This type of classroom action research uses the Kemmis and Taggart models. Data were collected through observation, questionnaires and documentation, tools used to collect research data: observation sheets, student activity questionnaires, and documentation checklists. The data obtained in this study were analyzed using descriptive analysis techniques with percentages, besides that it was also based on the reflection of each cycle of action. The results of the study: 1) Utilization of differentiated learning by paying attention to students' learning styles for learning carried out through three stages: searching for data on student learning styles, grouping students, and providing materials according to learning styles; 2) Utilization of differentiated learning by paying attention to learning styles can increase student activity based on five indicators, namely: focus, cooperation, expressing opinions or ideas, problem solving, and discipline. Keywords: learning style, student activity, differentiated learning]]>
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