Differentiated Instruction Strategies to Improve Mathematics Learning Outcomes in Elementary School
Keywords:
Learning Outcomes, Mathematics, Differentiated InstructionAbstract
The purpose of this research is to determine the effect of differentiated instruction on mathematics learning outcomes for elementary school students. This research employs a quantitative method, specifically a pre-experimental design. The research design used is the one-group pretest-posttest experimental type. The research population consists of all fifth-grade students at SDN Belendung III, totaling 93 students for the 2023/2024 academic year. The sampling technique used is purposive sampling, which involves selecting samples based on specific criteria. The research sample consists of 43 fifth-grade students from SDN Belendung III. The research instrument used is an essay test consisting of 10 questions. Data analysis was conducted using SPSS version 24. Additionally, based on hypothesis testing with a t-test, the results show that the calculated t-value of 42.187 is greater than the critical t-value of 2.02 (42.187 > 2.02), indicating that H0 is rejected and H1 is accepted. This demonstrates that there is a significant effect of differentiated instruction on mathematics learning outcomes for elementary school students.
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