Integral : Jurnal Penelitian Pendidikan Matematika p - ISSN 2654-4539 e Ae ISSN 2654-8720 Vol.
7 No.
November 2024 Page 17 of 25 The Use of Differentiated Instruction Strategies To Achieve Mastery Of Mathematical Communication Skills on Circular Material Dwi Ariwibowo1.
Munadi2.
Isnani3.
Sri Murwati Hastuti4
1,2,3
Universitas Pancasakti Tegal SMP Negeri 3 Adiwerna e-mail: mdwiariwibowo18@gmail.
ABSTRACT.
This study aims to determine the completeness of students' mathematical communication skills by using differentiated instruction strategies.
This research is a type of pre-experimental research with a one-shot case study research design.
This research was conducted on students in grade Vi of SMP Negeri 3 Adiwerna in the academic year 2023/2024.
With a population of 320 students in class Vi, class 8-E was chosen as the experimental class with a sample size of 32 students.
The results of hypothesis testing with the T-test and Proportion Test show that learning with differentiated instruction strategies has achieved Keywords: Differentiated Instruction.
Learning Style.
Mathematical Communication Skills mathematics are not only numeracy INTRODUCTION skills, but it is also important to have Mathematics plays an important communication skills.
role in the development of human According thinking skills to be sharper even now Hodiyanto mathematics is the basis of the .
, mathematical communication development of modern technology skills refer to students' skills in and will continue to underlie the expressing mathematical ideas and development of modern technology in concepts both verbally and in writing.
the future (Riyadi et al.
, 2.
Based From Hodiyanto's statement, it can be on this statement, mathematics is very concluded that the mathematical Therefore, communication skills that students mathematics must be taught from must have consist of oral and written elementary level education to the final secondary level.
The results of interviews and In learning mathematics, a observations conducted with grade 8 guide is needed regarding what students at SMP Negeri 3 Adiwerna students should know and the actions show that most grade 8 students still that students should take, or a learning standard is needed.
One of the mathematical ideas in writing when standards that must be mastered answering questions.
This means that most students have difficulty in NCTM achieving one of the indicators of communication skills.
communication skills.
This means that a student is not According to Riyadi .
, mathematics if they do not have good learning styles can be a solution to the mathematical communication skills.
This is also supported by the mathematical communication skills.
statement of Sultoni et al.
Learning style according to Deporter which states that the abilities that and Hernacki .
is an individual's way to receive, absorb, and process the information they get.
Deporter mathematical communication skills and Hernacki explained that there are three different learning styles among students, namely auditory, visual, and METHODS From this statement, it This research is a type of pre- can be concluded that one way to experiment research where research mathematical communication skills involves 1 experimental class to know that occur in grade 8 students of SMP Negeri 3 Adiwerna is by paying mathematical communication skills attention to students' learning styles in Learning that pays attention strategies for 8th-grade students at to students' learning styles is called SMP Negeri 3 Adiwerna.
differentiated learning.
Differentiated The research design used was a learning itself has begun to be applied one-shot case study, with the research to the independent curriculum that is sample being class 8-E with a sample currently in effect.
of 32 students.
The instruments used in this study include questionnaires However, based on the results and test instruments.
of the interview, there has never been RESULT AND DISCUSSION students' learning styles at SMPN 3 Adiwerna.
This shortcoming hinders The research results presented teachers from implementing learning include the results of learning style classification, lesson planning, lesson From the various descriptions completion tests.
Further explanation is presented as follows.
communication skills of grade 8 students at SMPN 3 Adiwerna.
So the Planning purpose of this study is to determine Lesson planning begins with classifying learning styles by giving a student learning style questionnaire to Based on Table 1, the data find out the learning style tendencies shows that 7 students have visual of students in classes Vi-E.
This learning styles, 12 students have activity was carried out during the auditory learning styles, 4 students first meeting which was held on have kinesthetic learning styles, 2 Saturday.
March 16, 2024, during math class.
There were only 29 questionnaire results in the visual and students who filled out the learning style questionnaire because there questionnaires, 1 student obtained the were 3 students who did not attend same questionnaire results in the math lessons.
Before giving the visual and kinesthetic learning styles questionnaire to students, the teacher questionnaires, 2 students obtained first gave directions for filling out the the same questionnaire results in the learning style questionnaire.
The auditory and kinesthetic learning teacher accompanies students during the process of filling out the learning obtained the same questionnaire style questionnaire and collects the questionnaires, and 3 students did not The following is a fill in the learning style questionnaire.
recapitulation of the results of the The results of the learning style learning style questionnaire.
Visual Auditory Kinesthetic Visual/Auditory Visual/Kinesthetic Auditory/Kinesthetic Visual/Auditory/Kinesthetic No Filling Total questionnaire were used to determine Table 1.
Result of learning style Learning Style the learning model used and the formation of student groups.
The Number Students learning model used is the problembased learning model and each group consists of 4 students with the same learning style.
Learning Implementation Learning carried out for 1 week with the implementation schedule can be seen group 5 is a visual group, and groups in the following table.
6, 7, and 8 are mixed groups.
Visual groups are more directed to pay Table 2.
Research schedule attention to the illustrations presented Date Meeting Description March 19.
Meeting Circumference of a circle March to better understand the material being studied, auditory groups are more given oral explanations and Meeting directions to better understand the Circlmateriale area Differentiated learning used kinesthetic groups are more directed during the learning process in the to practice with props to better classroom is differentiated based on understand the material being studied.
students' learning styles.
Where 2 Assessment things are differentiated, namely The assessment was carried out Content to determine students' mathematical differentiation is done by presenting was conducted individually for 50 to facilitate students with visual description questions.
The assessment interesting pictures and illustrations minutes and was attended by all students of class Vi-E as many as 32 explaining clearly about the material Before the implementation being studied to facilitate students of the test, the teacher first conveyed with auditory learning styles, and the petuntuk working on the test.
The learning media that can be practiced following is a brief description of the directly by students to facilitate students with kinesthetic learning communication ability test.
Process differentiation, is done by dividing groups according to their respective learning styles with details of groups 1, 2, and 3 are auditory groups, group 4 is a kinesthetic group.
Table 3.
Mathematical communication skill test results mathematical communication ability test results data can be seen in the following table.
From the data obtained, the outlier test is then carried out.
The outlier test needs to be done on the mathematical communication ability test score data to ensure that there are no outliers or outliers from the mathematical communication ability test score data that can affect the overall results.
The outlier test used is the Grubbs Test.
The results of the outlier test can be seen in the following table.
Table 4.
Results of the outlier test
Score
Average 71,90625 71,90625 Standard
Pgcount
Pgtable Conclution 17,473223 2,9706169 2,94 Outlier
17,473223
1,436126
2,94
Not an Outlier Deviation ability test score data.
The latest Data Number of Students Average Highest Score Lowest Score Number of Students Who Completed Many Students Who Have Not Completed From Table 4, it is found that the data with the lowest value of 20 is an outlier.
Then based on the test results, it was decided that the data with a value of 20 was removed from Table 5.
Latest mathematical It is said to be individually communication skill test results complete if the average class score has reached the minimum score.
The Data Number of Students Number of Scores Average Highest Score Lowest Score Number of Students Who Completed Number of Students Who Have Not Completed Standard of Classical Completion minimum value used refers to the 73,58 criteria used at school, namely, students are said to be complete if the score obtained is more or equal to 66.
Because ycycaycuycycuyc = 2,8277 Ou Oeycycycaycaycoyce = Oe1,609.
This means that the mean score of the experimental class reached the minimum score.
Test of completeness From Classical completeness test mathematical communication skills It is said to be classically test scores, it is important to conduct complete if the number of students who obtain completeness is at least Then to test the classical completeness or not.
According to Trianto .
, a class is said to be proportion test was conducted.
complete if it achieves individual Because left-party ycycaycuycycuyc = 0,518 Ou Oeycycycaycaycoyce = Oe1,64.
This means that the number of students who reached Individual completeness the minimum score Ou 75% or the Define abbreviations and acronyms achieved classical completeness.
the first time they are used in the text, even after they have been defined in The individual completeness the abstract.
Do not use abbreviations test that has been carried out shows in the title or heads unless they are that the average value of students' mathematical communication skills exceeds the minimum value of completeness set by the school.
This carried out includes direct practice of finding formulas, explained through communication skills of students visual illustrations and clarified by taught with differentiated learning oral explanation.
have exceeded the minimum score set
CONCLUSIONS
Meanwhile, the proportion test shows The results of hypothesis testing that the number of students who have with the T-test and Proportion Test
reached the minimum score reaches show that learning with differentiated It can be interpreted that the instruction strategies has achieved BIBLIOGRAPHY