Penerapan Pembelajaran Berdiferensiasi dengan Model PBL untuk Meningkatkan Hasil Belajar Matematika Siswa

Application of Differentiation Learning Using The Pbl Model to Improve Students’ Mathematics Learning Outcomes

Authors

  • I Luh Restini Universitas Tadulako
  • Dasa Ismaimuza Universitas Tadulako
  • Fatmawati SMP Negeri 4 Palu

DOI:

https://doi.org/10.30656/gauss.v7i2.9445

Abstract

Abstrak

Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran berdiferensiasi dengan PBL untuk meningkatkan hasil belajar matematika. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas. Desain penelitian ini mengacu pada Arikunto dalam Muslimin dkk., (2022), yaitu (1) tahap perencanaan;  (2) tahap pelaksanaan; (3) tahap pengamatan; (4) tahap refleksi. Subjek penelitian ini adalah siswa kelas VIII Ahmad Dahlan berjumlah 33 siswa yang terdiri dari 15 siswa laki-laki dan 18 siswa perempuan tahun ajaran 2023/2024. Penelitian ini dilakukan dalam dua siklus. Hasil penetian menunjukkan bahwa: (1) Terjadi peningkatan ketuntasan individual siswa dari siklus I ke 81,25% siklus II; (2) Terjadi peningkatan ketuntasan klasikal siswa dari 72,7% pada siklus I ke pada siklus II.; (3) Aktivitas guru dan siswa terjadi peningkatan dari kategori cukup pada siklus I menjadi baik dan sangat baik pada siklus II untuk semua aktivitas guru dan siswa

Kata kunci: Berdiferensiasi, PBL, Hasil Belajar

Abstract

This research aims to determine the application of differentiated learning with PBL to improve mathematics learning outcomes. The type of research used is Classroom Action Research. This research design refers to Arikunto in Muslimin et al., (2022), namely (1) planning stage;  (2) implementation stage; (3) observation stage; (4) reflection stage. The subjects of this research were 33 class VIII students, Ahmad Dahlan, consisting of 15 male students and 18 female students for the 2023/2024 academic year. This research was conducted in two cycles. The research results showed that: (1) There was an increase in individual student completeness from cycle I to 81.25% in cycle II; (2) There was an increase in students' classical completeness from 72.7% in cycle I to cycle II; (3) Teacher and student activities increased from the adequate category in cycle I to good and very good in cycle II for all teacher and student activities.

 Keywords: Differentiated, PBL, Learning Outcomes

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Published

2024-12-27

Issue

Vol. 7 No. 2 (2024)

Section

Articles

License

Copyright (c) 2024 I Luh Restini, Dasa Ismaimuza , Fatmawati

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