Delta-Phi: Jurnal Pendidikan Matematika, vol. 1, pp. 46–50, 2023
Received 23 Feb 2023 / published 30 Apr 2023
https://doi.org/10.61650/dpjpm.v1i1.199

The Effect of Differentiated Learning
on Improving Student Learning
Outcomes
Aguanda1, Agus Setiawan2, M. Saidun Anwar3, Muhammad Rafli Faishal Wardana 4, and Rebecca
Alicia Yambasu5
1. Universitas Ma’arif Lampung, Indonesia
2. Universitas Ma’arif Lampung, Indonesia
3. Universitas Ma’arif Lampung, Indonesia
4. Universitas Muhammadiyah Malang, Indonesia
5. University of Liberia, Afrika
E-mail correspondence to: saidun.anwar096@gmail.com

Abstract
This research aims to obtain objective information and examine
differences in the abilities of reasoning mathematical students who study
with method learning differentiate assistance with RME-based matrix
teaching materials from students who use conventional methods. This
research uses a quantitative approach with experimental research
methods pseudo (quasi-experiment) with type non-equivalent control
groups design. The study was carried out in the even semester of the
2022/2023 academic year in the mathematics subject matrix material. The
subjects in the research involved students of class XI APHP at SMK Negeri
2 Metro Lampung consisting of class XI APHP 1 as the experimental class
and XI APHP 2 as the control class. In the study, the data collected used test
beginning (pretest) and the final (posttest) given to the experimental style,
and the control class consisted of 4 essay questions. The statistical data
obtained were normality, homogeneity, and hypothesis tests, which were
processed using the SPSS 16.0 program. Based on the results of the
hypothesis test, a significance value (2- 2-tailed) was obtained of 0.000.
Therefore, the significance value was <0.05, so it can be concluded that the
results of this research show that there is an influence of differentiated
learning assisted by RME-based matrix teaching materials on mathematical
reasoning abilities. class XI APHP student at SMK Negeri 2 Metro Lampung.

Keywords: Differentiated learning; Mathematical ability; RMS.

Introduction
One of the subjects with a low success rate is mathematics. This is
proven by the results of tests carried out by PISA or the Program for
International Students Assessment in 2018, where Indonesia was
ranked at the bottom (Kattan, 2003; Yan, 2003; Zhou, 2017).
Mathematics is an exact science with abstract study objects and is
related to reasoning (Dack, 2019; Haugen, 2017). Because the thing of
mathematics study is abstract (Pozdeyev, 2018; Varum, 2011), many

students find it difficult to understand material mathematics (Chen,
2018; Francis, 2015), especially in student vocational school (Fu, 2018;
Landa, 2016), Which generally still has low reasoning. So, learning
methods are needed that can facilitate students' understanding of
concrete situations (Aljaser, 2019; Prast, 2018), for example, by
implementing learning using a Realistic Mathematical Education
approach or abbreviated RME. In mathematics, There is a number of
ability that should mastered by the student (Scott, 2016; Sun, 2018).
Wrong, the only one is ability reasoning. Reasoning is defined as a
process of thinking to find connections between known facts so that
conclusions can be reached (ASB Lestari et al., 2023; Lai et al., 2020).
Reasoning in mathematics is the process of thinking logically about
mathematical objects to conclude (Attwood, 2020; Steinbauer et al.,
2021). Mathematics material taught since vocational school is Wrong.
The only one is Matrix (Burga, 2022; Jackson, 2021). Matrix Also No
regardless of need ability reasoning student (Choirudin et al., 2021; U
Zahroh et al., 2023). Process learning (Triono et al., 2023; Usmiyatun et
al., 2021), especially in Elementary schools (Fikri et al., 2023; Yuniwati et
al., 2023), is generally implemented passively (Darmayanti et al., 2023;
Safitri et al., 2023; Vedianty et al., 2022), where teachers reveal material
using the lecture method while students listen (Santiago et al., 2023), as
a result, students quickly feel bored and bored.
Therefore, the Minister of Education and Culture, Mr. Nadiem
Makarim, issued a learning concept called "Freedom to Learn", namely,
freedom to think and innovate. "Freedom of Learning" focuses on
students being free to learn independently and creatively, while the
teacher is only the driving force in learning (Rizki et al., 2022; Sugianto,
Cholily, et al., 2022a). In line with the "Freedom of Learning" policy,
which focuses on students, teachers must also pay attention to
students' diversity of character and abilities in the classroom. To address
this, differentiated learning can be applied. Differentiated learning
assumes that every child has the opportunity to learn according to
himself.

© 2023 Aguanda et al (s). This is a Creative Commons License. This work is licensed under a Creative Commons
Attribution-NonCommertial 4.0 International License.

Aguanda et al.: The effect of... Delta-Phi: Jurnal Pendidikan Matematika, 1, 46-50, 2023

Differentiated learning is the implementation of learning that
adapts to the interest or interest of the student, style of learning, and
students' learning readiness to achieve improved learning outcomes.
Differentiated learning is not learning that differentiates between
individual students but rather understanding the strengths and
learning needs that students need to know independently (Ahmed et
al., 2021; Darmayanti et al., 2022). This research aims to obtain
accurate information and examine its different abilities in reasoning
mathematically. It is owned by students who carry out differentiated
learning, assisted by RME-based Matrix teaching materials with
students who carry out conventional learning.

indirect evidence.

Research Method
The quasi-experimental method, also known as Quasi-experimental,
is used by researchers as a research method. Researchers used a
"nonequivalent control group design " research design, which used two
class groups, namely the experimental group and the control group 15.
The difference between these two classes lies in the treatment given
during the learning process, where the practical class uses differentiated
learning methods assisted by RME-based Matrix teaching materials. In
contrast, the control class uses conventional methods. Researchers
carried out research at SMK Negeri 2 Metro Lampung from February 4,
2023, to February 25, 2023. Subject selection was carried out randomly
by taking two classes as classes. Experiment And class control. The class
experiment is class XI APHP 1, which consists of 27 students and the Time
and Control class is class XI APHP 2, which consists of 25 people students.

Theoretical Study
Lesson Study activities
Differentiated learning is defined as learning that sees that student
As different And dynamic different here. It means every student has
other characters, as well as their interests and needs in learning" 8.
“Differentiated learning is learning that provides opportunities to grasp
concepts, process ideas, and improve results from diversity students in
in class" 9. So, The conclusion is that differentiated learning is an
adapted learning method to Study every student. There is 3 element
That differentiated into differentiated learning to meet students'
readiness and learning needs. These 10 3 elements consist of (1)
Content differentiation, namely providing various learning materials
and activities with various levels of performance that are modified and
adapted to student needs; (2) Process differentiation, referring to how
to teach lessons based on student's learning styles and needs; (3)
Product differentiation, related to students' ways of expressing and
expanding their understanding which can be done in various forms.
Before implementing differentiated learning, a diagnostic assessment
is first given to the students. Diagnostic tests aim to determine the
weaknesses students have so that later they can be given treat Which in
accordance to overcome these weaknesses 11. Diagnostic assessment
can be interpreted as an assessment carried out as a first step to obtain
information regarding students' abilities, the mistakes and learning
difficulties they experience, as well as what they are experiencing. The
cause.

Researchers collect data for research needs using tests and
supporting documentation. The test was carried out before and after
being given the treatment-shaped question pretest And posttest. There
is 4 four-question test, Which is shown in the form of a description with
covers indicator reasoning mathematically. At the same time,
documentation consists of documentation of Photo activity learning,
lesson plans, as well as documentation of learning outcomes for
students.
Data study obtained from mark pretest & posttest from class
experimental and control class. After the test results data on the
question instrument is received, it is then analyzed to find out the results
of validity, reliability, level of difficulty of the questions, and the
differentiating power test.
Validity Test
Validity Test An instrument that can measure what it wants to
measure is said to be a valid instrument 16. Validity test results were
obtained using coefficient correlation “Pearson product-moment" help
IBM SPSS Statistics 16. A question is said to be good if the calculation is
greater than the table using a significance level of 5% or 0.05. The data
analysis technique for testing hypotheses uses the t-test, which was
previously carried out first by normality tests and homogeneity tests on
the pretest and posttest scores of experimental class and control class
students.

RME Based Matrix Teaching Materials
Teaching material is a collection of material on a particular topic
that is arranged in a coherent manner that contains competencies that
students will master after learning."12" A matrix is a rectangular
arrangement of numbers arranged in rows or columns bounded by
brackets". “RME or Realistic Mathematical Education is learning that
begins with giving a problem that can with easy for students to
understand because it is close to the environment around students,
this learning emphasizes process skills in solving issues presented
independently."13 So, RME-based matrix teaching materials are a set
of materials about matrix Which arranged in a way systematic with use
realistic approach or linked circumstances real around student so that
easier understood connecting known facts to reach conclusions. In
mathematics, mathematical reasoning is defined as the stage of
thinking to make mathematical decisions based on existing facts or
data, as well as relevant concepts and methods 14.
Sumarmo stated that there are several indicators related to
mathematical reasoning abilities. These indicators consist of (1) being
able to draw logical conclusions, (2) being able to provide explanations
with models, facts, properties and relationships, (3) being able to
predict answers and solutions to problems, (4) being able to analyze
mathematical situations using patterns And connection because
consequence; (5) Capable compile And study conclusion; (6) Able to
compose valid arguments; and (7) Able to prepare direct evidence and

Readability Test
Reliability is the test decision results test. An instrument study is called
reliable If the result is relatively The same, although Already been used a
number of times. To measure the reliability of the instrument using
Cronbach's Alpha calculations with the help of IBM SPSS Statistics 25.
Questions are reliable if the results of Cronbach's Alpha > 0.6.
Normality Test
To find out whether the data is normally distributed or not, this is
done using use test normality. Data used is data pretest and posttest of
students from the two classes used. In this research, the Shapiro-Wilk
test was carried out for normality testing assisted by IBM SPSS Statistics
16. A significance level of 5% or 0.05 was used. The normality test
provisions are as
Homogeneity Test
The homogeneity test aims to determine whether or not the
variance of the data used is the same. Data calculations for this
homogeneity test use the Analyze Compare Means - Oneway Anova
formula with the help of IBM SPSS Statistics 16. The data tested for
homogeneity are the results of the pretest and posttest of the
47

Aguanda et al.: The effect of... Delta-Phi: Jurnal Pendidikan Matematika, 1, 46-50, 2023
experimental class control class, with a significant value of 5%. The
homogeneity test decisions are as follows.

different learning needs among students. In the second plan, the model
teacher presented the design of the Mathematics learning device (RPP)
according to the first plan. Partner lecturers and teachers provide input
for improvement so the lesson plans offered become joint works of
partner teachers and lecturers to be given to students. The learning
media used are laptops, LCDs, PowerPoint Slide Shows, books/reference
materials, Student Worksheets (LKPD), whiteboards, and markers.

Hypothesis Testing
Test hypothesis done To know if there is a significant difference
between the two samples studied with a significance level of 5%. Test
the idea using the t-test with the Analyze-Compre Means Independent
T-Test formula assisted by IBM SPSS Statistics 16. The result is that if
the sig ( 2-tailed ) is less than 0.05, then the decision is Ha accepted and
H0 rejected.

The learning model used is problem-based learning and discovery
learning with a scientific approach. At the beginning of the learning
activity, students are divided into groups with diverse abilities in the
hope that there will be collaboration between members. Starting from
the prepared LKPD, students collaborate to complete it. By
collaborating, students observe, ask, try and process data. LKPD is to
guide students to find conclusions according to learning objectives.
Submission of apperception at the beginning, the formation of groups,
and the distribution of worksheets affect the classroom management
model during learning. As a facilitator, the teacher guides each group to
ensure a learning process and mutual collaboration between group
members. Henceforth, in the presentation session of group discussion
results, the teacher manages the class by acting as a moderator during
the presentation, up to the reinforcement of the material.

Results and Discussion
The quasi-experimental method, also known as Quasiexperimental, is used by researchers as a research method.
Researchers used a "nonequivalent control group design " research
design, which used two class groups, namely the experimental group
and the control group. The difference.
In this activity, what students did in almost all groups was mixing
various objects, especially objects that were liquid and had a soft
texture, in one container. This shows the student's need for more
understanding in following the instructions in the LKPD and the model
teacher's explanation. The second activity to achieve the first learning
objective is observing the syringe where the needle has been taken.
Only the syringe and piston are left. This experimental activity was to
keep the compressibility properties of three forms of objects, and
students succeeded in drawing the correct conclusions. All groups
correctly answered the compressibility property of the three different
states of matter. Solids, sequentially liquids and gases possess the
greatest compressibility.

Furthermore, the teacher conducts an open class (do) beginning
with opening learning activities with greetings and prayers led by
students to train students' leadership and religious spirit and remind
them of the previous material that has been studied, namely
exponential numbers, then relating it to the topic to be reviewed,
namely finding the definition of exponential numbers. Displays daily
facts in dividing single-celled animals and the volume of a cube-shaped
aquarium and its relationship to the learning objectives to be achieved.
In this session, the students' enthusiasm began to learn more about the
material related to the facts presented.

The second learning objective is to describe diffusion events in
liquids and gases in everyday life. For the second learning objective,
students were given an explanation in advance about the definition of
diffusion, then sprayed perfume over the room, after which students
were asked to observe how the smell of perfume could reach the
students' noses. The second learning objective has been achieved, as
evidenced by students explaining how their noses can smell students'
aromas at a certain distance from where they spray perfume. The third
learning objective is to describe the particles of each state of matter:
solid, liquid, and gas. Students still need clarification about how to tell
the third particle of the shape object's shape model. The teacher reexplains, starting from the beginning, the properties of solids seen from
changes in shape based on the container, compressibility, and diffusion
properties. However, students still need to understand. Only two
children could understand how to describe the form of the third
particle of matter.

After conducting the open class, reflection was then carried out.
Based on the observer's observations, several facts were found that
several group members could not work together with group members—
waiting for the results of his friend's work. It was also found that several
group members who did not follow the steps for working on the LKPD
for a week found themselves confused and completed the LKPD and
practice questions. Students feel impatient and immediately work on
practice questions and eventually encounter difficulties. So, the role of
the teacher becomes essential to be a good facilitator. In addition, it was
also found that some students did not pay attention to their friends
during the presentation. So, it is essential to pay attention to the layout
of the LCD or the display media for the results of group discussions so
that all students can pay attention. No less important is the teacher's
instructions as a moderator to condition students to pay attention to
their friends during presentations. So some of the suggestions given are
names of students who need special attention, which needs to be
applied to a different learning model (differentiation) to achieve
learning mastery—also technical matters such as the location of
learning media, table setting and others.

After reflecting and making conclusions, the model teacher
provides material reinforcement for the properties of solids, liquids,
and gases, gives examples of objects, and asks students to imagine each
instance of the things mentioned. Finally, students can understand the
shape of the third particle of matter. Then, students can independently
describe the conditions of solid, liquid, and gas particles. With Lesson
study, we learn about student activities during learning: students who
know and have learning difficulties. Observers from teacher friends
help model teachers find students with learning difficulties.
Cooperative learning makes it easier for students to understand and
find meaningful learning in the material properties of solids, liquids,
and gases.

The next cycle is on Arabic language subjects. At the planning stage
(Plan), discussion activities are carried out with partner teachers and
lecturers to determine the best learning strategy that might be
implemented, starting with the presentation of Arabic teaching tools so
that some constructive input is obtained which was not previously
thought of by the model teacher to add treasures and learning strategies
by made some changes or modifications, such as in LKPD, where at first
individuals were assembled into groups considering that Arabic lessons
were limited to 1 lesson hour (40 minutes).

The second cycle was carried out for mathematics subjects. Stages
of planning (plan) Partner teachers and lecturers discuss to determine
teaching materials and learning strategies appropriate to the first plan.
Differentiated cooperative learning is the best choice considering the
need for students to learn to work together and the presentation of

In implementing open classes (do), learning Arabic can be carried out
according to a predetermined schedule. There is a minor obstacle in that
48

Aguanda et al.: The effect of... Delta-Phi: Jurnal Pendidikan Matematika, 1, 46-50, 2023
instruction for high school students’ self-actualization.
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learning during the pandemic. AMCA Journal of Religion and
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can ice-breaking’s" friends here, enemies there" increase the
interest and enthusiasm of high school students for learning?
AMCA Journal of Science and Technology, 2.
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KuMo and FiC as teaching tools for mathematics content? Assyfa
Journal of Islamic Studies, 2.
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Peningkatan Kualitas Pembelajaran. Jurnal Pengabdian
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Kattan, M. (2003). Counseling men with prostate cancer: A nomogram for
predicting the presence of small, moderately differentiated,
confined tumors. Journal of Urology, 170(5), 1792–1797.
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Khoiriyah, B., Darmayanti, R., & & Astuti, D. (2022). Design for
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Materials on the Thematic Subject “Myself (Me and My New
Friends)” Elementary School Students. Jurnal Pendidikan Dan
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Kongthip, Y., Inprasitha, M., Pattanajak, A., & Inprasitha, N. (2012).
Mathematical Communication by 5th Grade Students’ Gestures in
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enhances sixth-grade students’ mathematics self-efficacy, learning
motives, and problem-solving skills. Social Behavior and

some students still need to change their uniforms after the sports
subject, given the limited time, students are allowed to take part in
lessons wearing sports costumes. In the division of groups, some
groups are less balanced, especially in numbers, although it does not
significantly affect group work results. The number of group members
is considered too large, so some students are passive because they
need access to the media provided because of the limited number. In
the joint reflection activity between model teachers, observers and
partner lecturers, many necessary inputs could be used to improve
learning Arabic in the future.
In collaboration with colleagues through lesson study, there is
interaction and communication, so there is input, suggestions, and
improvements from differentiated learning plans (Sekaryanti et al.,
2023; Sugianto, Cholily, et al., 2022b). Differentiated learning is made
in terms of content differentiation in the form of audio, video and
practical presentation of material—process differentiation is students'
freedom to complete the tasks given and the products produced. Not
only do they plan together, but when other lecturers observe how
students learn, this can help the model teacher to know in detail about
students who are learning and who have not studied. Observations
when open classes are focused on students so that model teachers do
not feel judged because the implementation of learning in class is the
shared responsibility of all teachers who make joint plans (Khoiriyah et
al., 2022; Sugianto, Darmayanti et al., 2022; Vidyastuti et al., 2022).
Based on the results of the observer's observations, most of the
students were excited to take part in the learning being carried out.
This shows that lesson study can improve the quality of education
(Juano & Ntelok, 2019; Kongthip et al., 2012; Tanujaya & Mumu, 2020).
Based on the results of the evaluation and reflection carried out at
the end of the lesson, data was obtained from the assessment that 85%
of students had completed and the learning objectives had been
achieved. This shows that differentiated learning has a positive impact,
but compiling and implementing differentiated learning takes work and
time. It requires a mature process and thought, so one of the solutions
offered is through LSLC (lesson study for learning community). It can be
done jointly and collaboratively to plan learning.

Conclusion
Collaborative activities carried out by lecturers and teachers are
packaged as lesson study (LS) activities. The stages carried out include
planning activities (plan), carrying out open class/ do (class) and
observation and reflection (see). Lesson study (LS) activities have a
positive impact on learning. Through lesson study (LS) activities,
teachers can improve competence, incredibly professional and
pedagogical competencies, which are very important in improving the
quality of education in schools. Lecturer and teacher collaboration will
be able to develop more meaningful learning in improving Higher Order
Thinking Skills (HOTS) and students' 4Cs skills. Through lesson study,
teachers and lecturers collaborate in planning, implementing and
reflecting on learning activities with differentiation. In general,
students become more enthusiastic, and the results of the evaluation
of learning that is carried out can be achieved. The research being
conducted is still limited to junior high school students in one of the
private schools, for further analysis can be carried out at the high
school or tertiary level and can develop LS (lesson study) to become
LSLC (lesson study for learning community).

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