PENERAPAN PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI DIAGRAM GARIS KELAS IV SEKOLAH DASAR

Ajeung Laras Nurbaity, - (2024) PENERAPAN PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI DIAGRAM GARIS KELAS IV SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini dilatarbelakangi oleh kebutuhan belajar siswa yang berbeda-beda. Setiap siswa memiliki kesiapan belajar, minat belajar dan profil belajar yang berbeda. Tujuan dari penelitian ini adalah untuk mengevaluasi penerapan pembelajaran berdiferensiasi dan dampaknya terhadap hasil belajar siswa. Metode penelitian yang digunakan adalah kuantitatif dengan desain Pre-Experimental One Group Pretest-Posttes Disgn. Penelitian ini menggunakan teknik pengambilan sampel jenuh, yang berarti melibatkan seluruh siswa dalam kelas eksperimen. Hasil penelitian menunjukan bahwa skor rata-rata pretest untuk kelas IVA adalah 43,17 dan skor untuk posttest adalah 82,50. Oleh karena itu, terlihat bahwa perbedaan skor posttest lebih besar daripada pretest, yaitu 82,50 > 43,17. Berdasarkan uji Wilcoxon, nilai probabilitas untuk signifikansi (2-tailed) adalah 0,000, sehingga Ha diterima dan H0 ditolak karena 0,000 < 0,05. Dengan demikian, dapat disimpulkan bahwa penerapan pembelajaran berdiferensiasi dapat meningkatkan hasil belajar matematika untuk kelas IVA pada pelajaran Matematika materi Diagram Garis di SDN Rd. Mangkudikusumah. ---------- This research is motivated by the different learning needs of students. Each student has different learning readiness, learning interests and learning profiles. The aim of this research is to evaluate the implementation of differentiated learning and its impact on student learning outcomes. The research method used was quantitative with a Pre-Experimental One Group Pretest-Posttest Disgn design. This research used a saturated sampling technique, which means involving all students in the experimental class. The research results showed that the average pretest score for class IVA was 43.17 and the score for the posttest was 82.50. Therefore, it can be seen that the difference in posttest scores is greater than the pretest, namely 82.50 > 43.17. Based on the Wilcoxon test, the probability value for significance (2-tailed) is 0.000, so Ha is accepted and H0 is rejected because 0.000 < 0.05. Thus, it can be concluded that the application of differentiated learning is quite effective in improving mathematics learning outcomes for class IVA in Mathematics lessons on Line Diagrams at SDN Rd. Mangkudikusumah.

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Official URL: http://repository.upi.edu
Item Type: Thesis (S1)
Additional Information: https://scholar.google.com/citations?view_op=list_works&hl=id&user=kvY8AvIAAAAJ SINTA ID : 6006176 SINTA ID : 6006681
Uncontrolled Keywords: Pembelajaran Berdiferensiasi, Hasil Belajar, Kurikulum Merdeka Differentiated Learning, Learning Outcomes, Independent Curriculum
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: UPI Kampus cibiru > PGSD UPI Kampus cibiru
Depositing User: Ajeung Laras Nurbaity
Date Deposited: 26 Feb 2024 07:53
Last Modified: 26 Feb 2024 07:53
URI: http://repository.upi.edu/id/eprint/115544

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