<![CDATA[The purpose of this study is to examine the extent to which a differentiated learning model can improve students’ mathematics learning outcomes. The method used in this study is a quasi-experimental design with a pre- and post-test within-group design. The subjects of the study were eighth-grade students from SMP Negeri 3 Panongan, selected using purposive sampling. The required data were obtained through learning achievement tests administered before (pretest) and after (posttest) the implementation of the differentiated learning model. Data analysis was conducted using descriptive statistics, normality tests, paired t-tests, and Normalized Gain (N-Gain) analysis to measure the extent of improvement in students’ learning outcomes. The results of this study showed an average pretest score of 41.55, which subsequently increased to 67.94 on the posttest. The results of the paired t-test indicated a significance value of 0.000 (< 0.05), indicating a significant difference in student learning outcomes before and after the implementation of the differentiated learning model. Furthermore, the N-Gain analysis yielded a value of 0.6802, which falls into the moderate category. These findings confirm that the differentiated learning model is effective in improving students’ mathematics learning outcomes through instructional adjustments that account for varying learning needs and characteristics.]]>
Copyrights © 2026
