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THE EFFECT OF IMPLEMENTATION DIFFERENTIATED INSTRUCTION FOR ENHANCING MATHEMATICAL COMPETENCE IN THE LAST DECADE
(1) Universitas Pendidikan Indonesia, Bandung, Indonesia SMP Negeri 7 Kota Jambi, Jambi, Indonesia
(2) Universitas Pendidikan Indonesia, Bandung, Indonesia
(*) Corresponding Author
Abstract
The objective of this research is to describe the effect of implementation Differentiated Instruction (DI) for enhancing mathematical competence in the last decade of primary, secondary, and high/vocational school students. The study method is a Systematic Literature Review (SLR). The dataset comprised 15 articles focusing on the effect of DI on enhancing mathematical competence. The samples were extracted from published indexed which published between 2013 and 2022. The focus of this study is to describe the impact of Implementation DI for enhancing mathematical competence in the last decade, in terms of research period, academic level, sample size, mathematics content, the authors' geographical distribution., and research methodologies. By employing SLR, over the decade, the number of studies increased., except 2019-2020, the most of the studies were conducted on secondary school students, most of the subjects with 30 or more, the most content mathematics were geometry, the most empirical investigations were Indonesia and Philippines, and the most research methodologies conducted by quasi experiment. In accordance with a full-text analysis of 15 published papers, DI potentially could improve mathematical competence, especially achievement and performance, but only a few articles that discuss problem solving, understanding, creative thinking, critical thinking, and mathematics connection.
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Canque, M. S., Trinidad, G. A., & Cortes, M. J. P. (2021). Differentiated Instruction through Tiered Activities in Teaching Geometry to the Junior High School students. Turkish Journal of Computer and Mathematics Education, 12(6), 5373–5380.
Defitriani, E. (2018). Mengembangkan Kemampuan Koneksi Matematis Siswa Melalui Pendekatan Differentiated Instruction. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 1(2). http://jurnal.umk.ac.id/index.php/anargya
Depdiknas. (2003). Undang-undang RI No.20 tahun 2003 tentang Sistem Pendidikan Nasional.
Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31–54. https://doi.org/https://doi.org/10.1016/j.edurev.2018.02.002
Fatimah, A. E. (2016). Peningkatan Kemampuan Pemecahan Masalah Matematis Dan Kemandirian Belajar Siswa SMK Negeri 1 Percut Sei Tuan Melaluipendekatan Differentiated Instruction. MES (Journal of Mathematics Education and Science), 2(1), 11–23.
Fernandez, L. S., & Tangalin, I. A. (2020). Effects of Differentiated Instruction on The Grade 11 Students’ Academic Performance In Mathematics. International Journal of Advanced Research in Engineering and Technology (IJARET), 11(9), 207–215. https://doi.org/DOI: 10.34218/IJARET.11.9.2020.021
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Littell J H, C. J., & Pillai V. (2008). Systematic review and meta analisys. Oxford University Press, Inc.
Masinading, Z. M. B., & Gaylo, D. N. (2022). Differentiated Scaffolding Strategies in Triangle Congruence: Their Effects on Learners’ Academic Performance and Confidence in Mathematics. International Journal of Education and Literacy Studies, 10(2), 131–140. https://doi.org/10.7575/aiac.ijels.v.10n.2p.131
Musa, M., & Hassan, S. D. (2022). Effect Of Think-Solve-Group-Share Differentiated Strategy on motivation, Attitude and Performance In Mathematical Concepts Among Senior Secondary Students, Katsina, Nigeria. Rima International Journal of Education (RIJE), 1(1), 2756–6749.
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DOI: http://dx.doi.org/10.24127/ajpm.v12i2.6665
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