Pembelajaran Berdiferensiasi Pada Pembelajaran Matematika Di Kurikulum Merdeka

Abstract

Mathematics learning should be carried out interactively, inspiring, challenging, motivating, fun, and meaningful, as well as accommodating the development of students' creativity, talents, and potential. Students can develop physically and psychologically according to their stages. This is in accordance with the concept of differentiated learning. Differentiated learning is an attempt to harmonize the learning process to meet the learning needs of each student. However, the implementation of differentiated learning, especially in Mathematics learning, is still limited. For this reason, researchers are interested in conducting a literature review related to this matter, both in terms of content, process, product, and learning environment. Writing this literature review aims to (1) describe the nature of differentiated learning, (2) the principles and characteristics of differentiated learning, and (3) analyze the opportunities for implementing differentiated learning in learning mathematics. This literature review is sourced from books and scientific articles. From the results of this analysis, it was concluded that (1) the differentiation approach can be integrated with several learning models such as Problem Based Learning (PBL), Project Based Learning (PjBL) and other models that are adapted to student learning styles; (2) differentiated learning can improve student learning outcomes; (3) differentiated learning can be used in mathematics learning because it can accommodate student learning needs that are adjusted to students' interests, learning styles, profiles and learning readiness

Utilization of Merdeka Mengajar Platform by Productive Mathematics Teachers : Impacts, Motivations, and Strategies

“…That is, PMM has an impact not only on teachers but also on students. The results of this study are supported by several studies stating that the use of PMM can improve teacher competencies and help the learning process (Aulia et al, 2023;Defa et al, 2023;Marisana et al, 2023;Ramdani et al, 2022;Suryadi & Hidayati, 2023), including in mathematics learning (Budiarti, 2022). These research findings are also supported by the results of (Susanti et al, 2023;Triscova et al, 2022), who reported that teachers found it helpful in understanding the implementation of the Merdeka curriculum and were highly inspired in designing teaching modules and creative learning content.…”

“…Their research did not discuss further and in detail the benefits obtained and the effectiveness of the innovations brought into the classroom. There was a study conducted by Budiarti (2022) that investigated how mathematics teachers utilized PMM. However, the study did not specify the benefits obtained, especially regarding the learning innovations' details.…”

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

“…Then a mapping of learning needs is carried out from the aspect of students' learning profiles with the aim of providing opportunities for students to be able to learn actively, efficiently and naturally. Factors that influence a person's learning include: environment, culture, visual, auditory and kinesthetic, so it is important for teachers to vary learning strategies and methods (Fitra, 2022;Gusteti, 2022;Faiz, 2022;Pratama, A., 2022).…”

Efektivitas LiveWorksheet Untuk Meningkatkan Kompetensi Matematika Siswa Selama Masa Pandemi Di SD Al Jannah

“…Dalam matematika kompetensi ini mencakup pemahaman terhadap konsep-konsep matematika, kemampuan untuk memecahkan masalah matematika, keterampilan berhitung, serta kemampuan untuk menerapkan matematika dalam situasi sehari-hari dan dalam berbagai disiplin ilmu. Kompetensi memiliki hubungan yang erat dengan nilai hasil belajar siswa (Gusteti & Neviyarni, 2022) index by: untuk mengetahui kompetensi siswa dilihat dari nilai hasil belajar sebelum dan sesudah diberikan perlakuan. Dalam matematika semakin baik kompetensi seorang siswa, semakin baik mereka dapat mengerti dan menerapkan konsep-konsep tersebut dalam konteks pemecahan masalah (Kusumaningrum & Wijayanto, 2020).…”