Optimizing Mathematics Learning in Elementary Schools: A Differentiated Approach to Improving Students' Cognitive Abilities

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Diterbitkan: 2025-12-31
Kata Kunci:
Cognitive Ability, Differentiation Learning, Elementary School, Learning Motivation, Learning Planning, Mathematics, Learning Methods, Learning Media, Learning  Evaluation.

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Pariang Sonang Siregar
Universitas Rokania
Jufri
Universitas Rokania
Rejeki
Universitas Rokania
Fhela Vhantoria Ningrum
Universitas Muhammadiyah Kotabumi

Abstrak

This study aims to test the effectiveness of the application of differentiation approaches in mathematics learning in elementary school and its impact on students' cognitive abilities. This study used a quantitative experimental design with two groups, namely the experimental group that was treated with a differentiated approach and the control group that followed conventional learning. The sample consisted of two classes, namely the experimental class with 24 students and the control class with 25 students. Data was collected through math ability tests and motivation questionnaires, which were analyzed using a t-test to see significant differences between groups. The results showed that the experimental group that used the differentiation approach experienced significant improvements in concept comprehension, problem-solving skills, and learning motivation, compared to the control group. These findings imply that a differentiated approach can improve the quality of mathematics learning in primary schools, by tailoring teaching to the individual needs of students. Therefore, the application of a differentiation approach is recommended to improve student learning outcomes.

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Terbitan

Vol 1 No 2 (2025): International Journal Universal Pedagogy Education

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Artikel ini berlisensi Creative Commons Attribution-NonCommercial 4.0 International License.

Cara Mengutip

Optimizing Mathematics Learning in Elementary Schools: A Differentiated Approach to Improving Students’ Cognitive Abilities. (2025). International Journal Universal Pedagogy Education, 1(2), 129-137. https://journal.tigaedukasiglobal.co.id/index.php/IJUPE/article/view/73

Referensi

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