Improving Students^ Mathematical Problem-Solving Ability Using Differentiated Instruction Approcah Ade Evi Fatimah (a), Muhammad Daut Siagian (b*), Suwanto (c), Fitry Wahyuni (d), Azrina Purba (e)
(a) Informatics and Computer Engineering Education Study Program, STKIP Al-Maksum Langkat, Jl. Sei Batang Serangan, Kwala Bingai, Kec. Stabat, Kabupaten Langkat, Sumatera Utara 20811, Indonesia
(b) Mathematics Education Study Program, Universitas Islam Sumatera Utara, Jl. Sisingamangaraja, Teladan-Medan, Sumatera Utara 20217, Indonesia
mdsiagian[at]fkip.uisu.ac.id
(c) Mathematics Education Study Program, STKIP Asy-Syafi^iyah Internasional Medan, Jl. Karya Tani No. 1, Pangkalan Masyhur, Kec. Medan Johor, Kota Medan, Sumatera Utara 20146, Indonesia
(d) Company Management Study Program, Akademi Perniagaan dan Perusahaan APIPSU Medan, Jalan Rasmi No. 28 Medan, Sumatera Utara 20123, Indonesia
(e) Natural Science Education Study Program, STKIP Al-Maksum Langkat, Jl. Sei Batang Serangan, Kwala Bingai, Kec. Stabat, Kabupaten Langkat, Sumatera Utara 20811, Indonesia
Abstract
Problem-solving skills are very important in mathematics, not only for those who will study mathematics in the future but also for those who will apply it in other fields of study and in everyday life because in the learning process and its solution, students may gain experience using knowledge and skills that are already owned to be applied to solving problems that are not routine. This study aims to analyze and describe students^ mathematical problem-solving abilities through the application of the differentiated instruction approach. This study is quantitative research with a quasi-experimental method. This study was conducted at one of the vocational high schools in Deli Serdang Regency, North Sumatra to grade 10 students, which consisted of two classes, namely the control class and the experimental class. Purpose-specific sampling techniques are used to collect data. Data collection was done by giving tests. Data analysis was performed using a two-way ANOVA test. The results of this study indicate that the increase in mathematical problem-solving abilities of students who receive learning with the Differentiated Instruction approach is better than students who receive direct learning.
Keywords: Mathematical Problem-Solving- Differentiated Instruction- Direct Learning
