Novy Trisnani

ANALYSIS OF ELEMENTARY SCHOOL STUDENTS' LEARNING ACTIVITY IN DIFFERENTIATED MATHEMATICS LEARNING

Introduction

Analysis of elementary school students' learning activity in differentiated mathematics learning. Analyzes elementary students' learning in differentiated mathematics. Explores activity, engagement, and challenges in objectives/time. Recommends teacher training for enhanced effectiveness.

Abstract

Learning activity enhances learning effectiveness, including in differentiated instruction. This study analyzes student learning activity in mathematics using a differentiated approach in elementary schools. The research employs a qualitative descriptive method with one mathematics teacher and 25 fifth-grade students at SD Negeri Tanjungharjo. Data were collected through observation, interviews, and document analysis, then analyzed through data collection, reduction, presentation, and conclusion drawing. Observations show that differentiated mathematics learning has been well implemented. Key strengths include the availability of diverse learning resources, which are widely accessible and effectively utilized, and the provision of personalized and constructive feedback that supports student learning. However, challenges remain in defining clear and adaptable differentiated learning objectives and managing time effectively during lessons. Student activity is most evident in listening, where students show full engagement, while writing activities are less prominent, and oral participation remains moderate. Interviews indicate benefits such as increased engagement and better concept comprehension. Challenges include limited teacher training, varying student abilities, and restricted time for personalized instruction. Documentation analysis confirms alignment with differentiated learning principles, though inconsistencies exist. Challenges include time constraints, student ability differences, and resource needs. Teachers should undergo further training and refine time management strategies to enhance student engagement effectively.

Review

This study provides a valuable qualitative descriptive analysis of elementary school students' learning activity within a differentiated mathematics learning environment. Focusing on 25 fifth-grade students, the research effectively utilizes observation, interviews, and document analysis to paint a comprehensive picture of current practices. A key strength identified is the robust implementation of differentiated learning, characterized by the availability and effective utilization of diverse learning resources and the provision of personalized, constructive feedback. These elements significantly contribute to increased student engagement and improved concept comprehension, particularly evident in students' full engagement during listening activities, which suggests a positive receptive learning environment. Despite these strengths, the study candidly highlights several areas for improvement. Challenges include the difficulty in establishing clear and adaptable differentiated learning objectives and issues with effective time management during lessons. Student activity, while strong in listening, was noted to be less prominent in writing and only moderate in oral participation, suggesting that the differentiated approach might not be fully leveraging all modes of student expression and learning. Furthermore, the abstract points to systemic challenges such as limited teacher training, the inherent variability in student abilities, and restricted time for personalized instruction, which are critical barriers to optimizing differentiated learning. Inconsistencies noted in the documentation analysis also suggest areas where practice may not fully align with principles. The findings lead to pertinent recommendations for enhancing student engagement and the overall effectiveness of differentiated instruction. The study correctly emphasizes the need for further teacher training and the refinement of time management strategies. Future research could delve deeper into strategies for boosting writing and oral participation in differentiated settings, exploring how to better cater to diverse student abilities through targeted professional development, and investigating the long-term impact of improved objective setting and time management on student learning outcomes. Overall, this research provides valuable insights into the practical realities of differentiated mathematics learning in elementary schools, offering a solid foundation for targeted interventions and further scholarly inquiry.

Full Text

Comments

You need to be logged in to post a comment.