Articles

Boosting Numeracy Through Differentiated Outdoor Learning in Mathematics: A Learning Material Development Study

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This research and development study aimed to develop, validate, and determine the effectiveness of differentiated learning materials in Outdoor Learning Mathematics (OLM) for enhancing students’ numeracy skills. Following the 4D development model (Define, Design, Develop, and Disseminate), the research meticulously crafted a learning module, Student Worksheets (LKPD), and a numeracy skills test package tailored for seventh-grade students. The materials underwent rigorous validation by expert lecturers and teachers, confirming their validity with all components achieving a ‘Valid’ category (Va ≥ 3). Their practicality was established through classroom observations, demonstrating an average implementation score of 83.37% (‘Good’ category). The effectiveness was primarily assessed via a quasi-experimental design involving an experimental class (n=29) and a control class (n=27) at SMP Nahdlatuth Thalabah Kesilir Wuluhan. Although pre-test and post-test data were not normally distributed (Shapiro-Wilk Sig. < 0.05), their variances were homogeneous (Levene’s Sig. ≥0.05 for “Based on Mean”). A Mann-Whitney U test revealed a significant difference in post-test numeracy skills between the experimental and control classes (Asymp. Sig. (2-tailed) = 0.009, p < 0.05), indicating a positive influence of the developed materials. The experimental class also showed higher classical mastery (75%) and a greater proportion of students reaching ‘proficient’ numeracy levels. These findings suggest that the differentiated OLM materials are highly effective in improving students’ numeracy skills through contextual and engaging problem-based learning experiences.

Different Learning, Learning Interests, and The Use of Technology in Learning on Economic Learning Outcomes: An Empirical Study with Family Support as Mediation on High School Students

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This study aims to analyze the influence of Differentiated Learning, Learning Interest, and Technology Utilization on Economic Learning Outcomes among students at SMA Negeri 11 Makassar, with Family Support as a mediating variable. Using a quantitative approach with a descriptive method, data were collected through questionnaires, interviews, and documentation. The research sample consisted of 92 students, selected through stratified sampling from a population of 1,120 students using the Slovin formula. Data analysis was conducted using SmartPLS to examine the relationships between variables. The findings indicate that Differentiated Learning significantly affects Economic Learning Outcomes (β = 0.183; p = 0.018). Learning Interest has the strongest influence (β = 0.382; p = 0.001), followed by Technology Utilization (β = 0.171; p = 0.012). Family Support plays a crucial role in improving students’ learning outcomes (β = 0.293; p = 0.000) and mediates the influence of other variables on economic learning outcomes. The mediation effect of Family Support strengthens the impact of Differentiated Learning (β = 0.098; p = 0.042), Learning Interest (β = 0.177; p = 0.004), and Technology Utilization (β = 0.152; p = 0.008) on students’ economic learning outcomes. The results of this study emphasize that diverse learning approaches, strong family support, high learning interest, and optimal technology utilization significantly enhance students’ economic learning outcomes. These findings have implications for educators and parents in developing more effective learning strategies both in school and at home.

The Effectiveness of a Differentiated Learning Model Based on Identification, Reflection and Improvement to Improve the Reading Ability of Early Grade Students in Elementary School

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This study investigates the effectiveness of a differentiated learning model based on identification, reflection and improvement to improve the reading ability of early grade students in elementary school. Using a quasi-experimental design involving 5 elementary schools. The findings of the study showed that there was a significant difference in the improvement of reading ability of early grade students between the experimental class and the control class. The differentiated learning model based on identification, reflection and improvement has high effectiveness in improving the reading ability of early grade students. This means that the differentiated learning model based on identification, reflection and improvement has a positive impact and allows teachers to identify student needs at the beginning of learning, then teachers reflect on the learning process and results carried out, then make improvements (improve) to the learning strategy, especially adjusted to the student’s learning readiness. The results of this study reveal that the differentiated learning model based on identification, reflection and improvement is effective in improving the reading ability of early grade students, so that it can be a solution to overcome the difficulty or low ability of students in reading and recommends to develop a more effective and innovative learning model in the early grade.

Dongkrek Art in Co-Curricular Activities as a Manifestation of Differentiated Learning

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The purpose of this research is to describe cocurricular learning by utilizing Dongkrek art as differentiated learning. The type of research is descriptive qualitative. The source of data is co-curricular activities with Dongkrek art. Data were collected through: observation, interview, and documentation study. The result of the research is that co-curricular learning by utilizing Dongkrek art is differentiated learning because it fulfills its components, namely: flexibility, grouping process based on needs, active involvement of students, appropriate challenges, and continuous formative assessment. The conclusion of the research is that Dongkrek art in co-curricular is a manifestation of differentiated learning.