PEMBELAJARAN DIFERENSIASI DALAM MENGEMBANGKAN MINAT BELAJAR MATEMATIKA: STUDI PADA PESERTA DIDIK KELAS 5 MI MUHAMMADIYAH KAHUMAN KLATEN

Muhammad Iqbal Nashrulloh, NIM.: 21204082022 (2024) PEMBELAJARAN DIFERENSIASI DALAM MENGEMBANGKAN MINAT BELAJAR MATEMATIKA: STUDI PADA PESERTA DIDIK KELAS 5 MI MUHAMMADIYAH KAHUMAN KLATEN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Learning mathematics is a subject that is considered difficult and unpleasant for students. This has an impact on students' low interest in learning. An important factor that influences mathematics learning is the form of learning activities implemented by the teacher. So learning activities are needed that are appropriate to the conditions and characteristics of students, namely learning differentiation. The aim of this research is to determine the implementation of differentiated learning and the development of students' mathematics learning in grade 5. This research uses a qualitative descriptive research approach. Qualitative research is used to examine the implementation of differentiated learning using interview, observation and documentation techniques. Researchers also used a questionnaire to see the development of students' interest in learning mathematics in grade 5. The implementation of differentiation learning is divided into three stages, namely the diagnostic analysis stage to diagnose students' initial readiness and abilities, the differentiation learning implementation stage, and the evaluation stage which contains students' worksheet work. From the calculation of the student interest questionnaire during differentiation learning, it shows the development of different interests for each indicator. Indicators of feelings of pleasure, interest and awareness appear to increase during the implementation of differentiated learning. Indicators of interest in the form of feelings of joy, interest and awareness show the highest interest value in questionnaire 3 or at the implementation stage of differentiated learning. The trend line also shows that students' interest during the differentiation learning process seems to be growing

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