<![CDATA[This research was written based on problems that occur in the field, namely the low mathematics abilities of students in Indonesia and teachers in schools who still generalize learning for all students, even though students have different characteristics and learning needs. The aim of the research is to determine the improvement in mathematics learning outcomes in fraction topic for 4th grade students at SDN Lidah Wetan II/462 Surabaya using a differentiated learning approach. This classroom action research used the Kemmis and Taggart model and involved 28 students of 4th grade at SDN LIdah Wetan II/462 Surabaya. The research was conducted in two cycles with students written tests for data collection techniques. The research data obtained was then analyzed using quantitative techniques. The results of the research show that the use of a differentiated learning approach in mathematics learning in fraction topic has succeeded in improving student learning outcomes. This increase can be seen from the learning results of students during 2 cycles. In the pre-cycle, only 9 of the 28 students who managed to get a score ≥ 75 or 32% were declared to have completed their studies. In the first cycle, 14 out of 28 students managed to get a score ≥ 75 or 50% were declared complete. In cycle II there were 22 out of 28 students who succeeded in getting a score ≥ 75 or 79% who were declared to have completed their studies. The average student learning outcomes also increased, namely 75.11 in cycle I which then increased to 83.39 in cycle II.]]>
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