This good practice is carried out by grouping students based on their readiness to learn in the mathematics subject of finding the area of a circle.
Archipelago Educators Meeting XIII
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Differentiation learning increases student motivation in learning mathematics
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Summary
Good practice elaboration
Being a class teacher in an elementary school has the obligation to teach all subjects except religious education and physical and health education ( PJOK ). In teaching some of these subjects, So teaching mathematics becomes a story in itself for me as a class teacher 6 SDN 01 mud. From the results of the chat survey, students on average do not like mathematics subjects. According to them, mathematics is difficult for them. Is this student's mindset correct?? How difficult is learning mathematics for students? ?. It makes me anxious to see students who are not motivated to learn mathematics. This feeling of anxiety became even more real when several students uttered the words "E...studying mathematics again, okay?, This ?' with a frown and a drooping face.
Today I have to teach mathematics about circular figures. The learning objective is that students are expected to be able to identify circle shapes. Starting with the activity of asking what objects are in the circle-shaped environment.. Learning feels fun, because the questions still revolve around objects that are close to them. The activity continues by observing and mentioning the elements in the circle, starting from the center point of the circle, fingers, arc, apothem, juring, and parts. According to them, this content is still easy, because this can still be understood by observing while listening to the teacher's explanation.
When at the next meeting the lesson continued with the content of finding the area and circumference of a circle, some students had difficulty. They find it difficult because finding the area of a circle involves the basic arithmetic operations of multiplication and division. This was clearly visible from the expressions shown by several students.
To overcome this problem, I tried asking open questions to students. “Children what makes you feel difficult ?" asked me. Simultaneously several students answered "because there is multiplication and division.", Ma'am," they answered. This condition shows that students are less ready to continue learning. To determine students' readiness before continuing the material, I provided three boxes containing cards. The first step I asked students to take one question card in the level box 1 which contains one multiplication question item. On the level box 1 This contains easy category multiplication questions. Each student is asked to work on these questions. Students who successfully work on level multiplication questions 1 will rise to a level 2. And who succeeds at the level 2 will rise in level 3.
After the students have completed the questions related to multiplication problems. then students are asked again to work on problems related to division. In this division problem, the identification strategy is also the same as working on multiplication problems. The division questions also consist of three levels of questions, namely levels 1, level 2, and levels 3.
The activity above is one of the methods that I apply in diagnosing students' learning readiness. I did this activity before going into the material on finding the area of a circle. Apart from this method, I also opened open questions ( Question and answer ) as a form of diagnostic assessment. From the results of this diagnostic assessment, then I can group or map student needs based on learning readiness. The identified student learning readiness is as follows :
- Group A are students who master the concept of area of a circle, have mastered the concept of multiplication and division of integers well so I call this group the independent practice group.
- Group B are students who have mastered the concept of area of a circle , master the concept of multiplication but are still not skilled in calculating operations for dividing integers guided practice or the instructions I provide.
- Group C are students who have not yet mastered the concept of circles and the arithmetic operations of multiplication and division of integers who struggle with their basic skills.
From the results of identifying the mapping of student learning needs, I put together a learning plan ( RPP) whose learning activities can accommodate students' learning needs. In this learning activity I differentiate the content , process, and products. Why do I map student needs based on learning readiness? Because of readiness to learn ( readiness) is the student's capacity to learn new material. An assignment that takes students' level of readiness into consideration will take students out of their comfort zone, but with the right environment and adequate support, then they will be able to master the material.
Classically, students are first given an understanding of the concept of finding the area of a circle using visual media and listening to the teacher's explanation about how to calculate the area of a circle as shown by the teacher on the blackboard.. After listening and paying attention to the teacher's explanation, Students know how to find the outside of a circle using the formula Area = Value of π ( phi ) = ( used when the value of π(phi) is a multiple number 7 ), and the value of π (phi)= 3,14 ( used when the value of π(phi) not a multiple number 7 ). Students are given a classical example of finding the area of a circle with the value π(phi) multiple number 7 and numbers are not multiples 7.
After listening to the classical explanation by the teacher. So based on the results of the diagnostic assessment, I use strategy grouping ( Study grouping ) in learning. Students are grouped based on their learning readiness.
Group A are students who have mastered the concept of area of a circle and have mastered the arithmetic operations of multiplication and division. Students are asked to work on challenge questions that apply the concept of circles in everyday life. And usually I also prepare objects whose surfaces are circular with different diameters. Students will be asked to work independently and check each other's work. And students who have finished can also be asked to become peer tutors for their other friends in groups B and c. The control given by the teacher in group A is to provide constructive feedback on the students' work..
Group B are students who have mastered the concept of area of a circle , master the concept of multiplication but are still not skilled in arithmetic operations for dividing integers and are not skilled in finding the area of a circle using the formula. This group was given assistance in solving questions prepared by the teacher and given steps in working on the questions ( more detailed in the worksheet. To complete the division calculation operation, they were asked to use concrete objects to calculate the area of a circle. ( for example using a stick, gravel, or straw) If students still find it difficult, students are asked to use the strategy " 3 before me” i.e. ask 3 friend before asking the teacher. The teacher will occasionally come to this group to ensure there are no misconceptions in carrying out basic arithmetic operations of multiplication and division of integers.
Group C are students who have not mastered the concept of circles, arithmetic operations of multiplication and division of integers. Students will receive explicit learning about the concept of calculating the area of a circle, arithmetic operations of multiplication and division. Students are also recommended to use concrete objects to build an understanding of the basic arithmetic operations of multiplication and division of integers. The teacher conducts a mini lesson or provides an explanation of the material in small groups. The teacher will provide more scaffolding in this process. Scaffolding is a learning technique where students are given a certain amount of assistance and then slowly reduce this assistance until students can ultimately show greater independence in the learning process..
Proses asesmen juga menjadi bagian penting dalam penerapan pembelajaran berdiferensiasi ini. Fokus asesmen yang dilakukan adalah asesmen formatif. Asesmen formatif ini bukan hanya berbentuk soal, tetapi juga selama proses berlangsung saya melakukan pengamatan terhadap perkembangan belajar murid-murid, saya juga melakukan pertanyaan terbuka untuk mengetahui sejauh mana pemahaman murid terhadap konten yang sedang dipelajari.
Dalam praktik pembelajaran berdiferensiasi, proses penilaian memegang peranan yang sangat penting. Guru diharapkan memiliki pemahaman yang berkembang secara terus menerus tentang kemajuan akademik murid-murid. dengan mengetahui kemajuan akademik maka murid-murid akan lebih mudah merancang pembelajaran yang sesuai dengan kebutuhan belajar murid. Teachers are expected to know where their students are and relate it to the learning objectives to be achieved. Formative assessment monitors the learning process, and carried out sustainably, and consistent.
For this formative implementation, I also prepared three forms of questions with different levels of difficulty which are included in box A, B, and C. Each student is given the freedom to choose the ticket they want. Students who successfully complete the question ticket will be allowed to leave the room. If there are still students who are having problems then scaffolding will be provided.
In fostering students' learning motivation, especially for students who still need scaffolding, parental assistance is also very much needed. Collaboration between parents and teachers at school will help students' readiness to learn. To involve the parents of these students, I formed a WhatsApp group. Through this group, conversations are built with students' parents, considering that the involvement of parents is very necessary for children's learning progress at school.
Apart from the students' parents, The involvement of the school principal is also no less important, teachers together with the principal and with input from fellow teachers, then the process of designing differentiated learning can be implemented. By carrying out differentiated learning, students feel understood. The teacher's implementation of differentiated learning shows that the teacher has humanized relationships with students in his class. A conducive learning environment will foster learning motivation for students.
The application of differentiated learning has apparently brought many changes. This differentiated learning applied in mathematics subjects has fostered students' learning motivation towards this material. The students looked happy and content because they got what they needed. This sense of enjoyment and motivation to learn is reflected in the question from group C students "Mrs, I may not try to answer the questions for group B?” the same question also arose from group B members, they were challenged to try the questions worked on by group A. and for group A they were given the opportunity to become peer tutors. Acting as a peer tutor has fostered a spirit of sharing and self-confidence in students.
Their diversity does not mean separating smart and stupid children. But grouping strategy ( Learning Grouping ) This is in order to meet students' learning needs and make it easier for teachers to provide assistance to students in learning.
This grouping strategy is more flexible, they won't always be in the same group. You can change it at any time according to your learning needs. Group members in mathematics subjects will certainly be different from group members in Indonesian language subjects, IPA, IPS, and other subjects.
Apart from mathematics subjects, I also apply this differentiated learning to other subjects. For example, in learning Arts, Culture and Skills ( SBK ) on the content of creating works of art (statue), I differentiate products, Students are given the opportunity to make products from materials found in the surrounding environment. Some people use used bottles, wood, clay, and plasticine. Students' motivation to complete their products will emerge when they are better understood. Understanding diversity ( differentiate ) is a form of implementing strategies to humanize relationships with students. Greetings for independent learning.
Curator Note
[custom_field field="Note_kurator"]
Differentiation learning increases student motivation in learning mathematics
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
This good practice is carried out by grouping students based on their readiness to learn in the mathematics subject of finding the area of a circle.
Good practice elaboration
Being a class teacher in an elementary school has the obligation to teach all subjects except religious education and physical and health education ( PJOK ). In teaching some of these subjects, So teaching mathematics becomes a story in itself for me as a class teacher 6 SDN 01 mud. From the results of the chat survey, students on average do not like mathematics subjects. According to them, mathematics is difficult for them. Is this student's mindset correct?? How difficult is learning mathematics for students? ?. It makes me anxious to see students who are not motivated to learn mathematics. This feeling of anxiety became even more real when several students uttered the words "E...studying mathematics again, okay?, This ?' with a frown and a drooping face.
Today I have to teach mathematics about circular figures. The learning objective is that students are expected to be able to identify circle shapes. Starting with the activity of asking what objects are in the circle-shaped environment.. Learning feels fun, because the questions still revolve around objects that are close to them. The activity continues by observing and mentioning the elements in the circle, starting from the center point of the circle, fingers, arc, apothem, juring, and parts. According to them, this content is still easy, because this can still be understood by observing while listening to the teacher's explanation.
When at the next meeting the lesson continued with the content of finding the area and circumference of a circle, some students had difficulty. They find it difficult because finding the area of a circle involves the basic arithmetic operations of multiplication and division. This was clearly visible from the expressions shown by several students.
To overcome this problem, I tried asking open questions to students. “Children what makes you feel difficult ?" asked me. Simultaneously several students answered "because there is multiplication and division.", Ma'am," they answered. This condition shows that students are less ready to continue learning. To determine students' readiness before continuing the material, I provided three boxes containing cards. The first step I asked students to take one question card in the level box 1 which contains one multiplication question item. On the level box 1 This contains easy category multiplication questions. Each student is asked to work on these questions. Students who successfully work on level multiplication questions 1 will rise to a level 2. And who succeeds at the level 2 will rise in level 3.
After the students have completed the questions related to multiplication problems. then students are asked again to work on problems related to division. In this division problem, the identification strategy is also the same as working on multiplication problems. The division questions also consist of three levels of questions, namely levels 1, level 2, and levels 3.
The activity above is one of the methods that I apply in diagnosing students' learning readiness. I did this activity before going into the material on finding the area of a circle. Apart from this method, I also opened open questions ( Question and answer ) as a form of diagnostic assessment. From the results of this diagnostic assessment, then I can group or map student needs based on learning readiness. The identified student learning readiness is as follows :
- Group A are students who master the concept of area of a circle, have mastered the concept of multiplication and division of integers well so I call this group the independent practice group.
- Group B are students who have mastered the concept of area of a circle , master the concept of multiplication but are still not skilled in calculating operations for dividing integers guided practice or the instructions I provide.
- Group C are students who have not yet mastered the concept of circles and the arithmetic operations of multiplication and division of integers who struggle with their basic skills.
From the results of identifying the mapping of student learning needs, I put together a learning plan ( RPP) whose learning activities can accommodate students' learning needs. In this learning activity I differentiate the content , process, and products. Why do I map student needs based on learning readiness? Because of readiness to learn ( readiness) is the student's capacity to learn new material. An assignment that takes students' level of readiness into consideration will take students out of their comfort zone, but with the right environment and adequate support, then they will be able to master the material.
Classically, students are first given an understanding of the concept of finding the area of a circle using visual media and listening to the teacher's explanation about how to calculate the area of a circle as shown by the teacher on the blackboard.. After listening and paying attention to the teacher's explanation, Students know how to find the outside of a circle using the formula Area = Value of π ( phi ) = ( used when the value of π(phi) is a multiple number 7 ), and the value of π (phi)= 3,14 ( used when the value of π(phi) not a multiple number 7 ). Students are given a classical example of finding the area of a circle with the value π(phi) multiple number 7 and numbers are not multiples 7.
After listening to the classical explanation by the teacher. So based on the results of the diagnostic assessment, I use strategy grouping ( Study grouping ) in learning. Students are grouped based on their learning readiness.
Group A are students who have mastered the concept of area of a circle and have mastered the arithmetic operations of multiplication and division. Students are asked to work on challenge questions that apply the concept of circles in everyday life. And usually I also prepare objects whose surfaces are circular with different diameters. Students will be asked to work independently and check each other's work. And students who have finished can also be asked to become peer tutors for their other friends in groups B and c. The control given by the teacher in group A is to provide constructive feedback on the students' work..
Group B are students who have mastered the concept of area of a circle , master the concept of multiplication but are still not skilled in arithmetic operations for dividing integers and are not skilled in finding the area of a circle using the formula. This group was given assistance in solving questions prepared by the teacher and given steps in working on the questions ( more detailed in the worksheet. To complete the division calculation operation, they were asked to use concrete objects to calculate the area of a circle. ( for example using a stick, gravel, or straw) If students still find it difficult, students are asked to use the strategy " 3 before me” i.e. ask 3 friend before asking the teacher. The teacher will occasionally come to this group to ensure there are no misconceptions in carrying out basic arithmetic operations of multiplication and division of integers.
Group C are students who have not mastered the concept of circles, arithmetic operations of multiplication and division of integers. Students will receive explicit learning about the concept of calculating the area of a circle, arithmetic operations of multiplication and division. Students are also recommended to use concrete objects to build an understanding of the basic arithmetic operations of multiplication and division of integers. The teacher conducts a mini lesson or provides an explanation of the material in small groups. The teacher will provide more scaffolding in this process. Scaffolding is a learning technique where students are given a certain amount of assistance and then slowly reduce this assistance until students can ultimately show greater independence in the learning process..
Proses asesmen juga menjadi bagian penting dalam penerapan pembelajaran berdiferensiasi ini. Fokus asesmen yang dilakukan adalah asesmen formatif. Asesmen formatif ini bukan hanya berbentuk soal, tetapi juga selama proses berlangsung saya melakukan pengamatan terhadap perkembangan belajar murid-murid, saya juga melakukan pertanyaan terbuka untuk mengetahui sejauh mana pemahaman murid terhadap konten yang sedang dipelajari.
Dalam praktik pembelajaran berdiferensiasi, proses penilaian memegang peranan yang sangat penting. Guru diharapkan memiliki pemahaman yang berkembang secara terus menerus tentang kemajuan akademik murid-murid. dengan mengetahui kemajuan akademik maka murid-murid akan lebih mudah merancang pembelajaran yang sesuai dengan kebutuhan belajar murid. Teachers are expected to know where their students are and relate it to the learning objectives to be achieved. Formative assessment monitors the learning process, and carried out sustainably, and consistent.
For this formative implementation, I also prepared three forms of questions with different levels of difficulty which are included in box A, B, and C. Each student is given the freedom to choose the ticket they want. Students who successfully complete the question ticket will be allowed to leave the room. If there are still students who are having problems then scaffolding will be provided.
In fostering students' learning motivation, especially for students who still need scaffolding, parental assistance is also very much needed. Collaboration between parents and teachers at school will help students' readiness to learn. To involve the parents of these students, I formed a WhatsApp group. Through this group, conversations are built with students' parents, considering that the involvement of parents is very necessary for children's learning progress at school.
Apart from the students' parents, The involvement of the school principal is also no less important, teachers together with the principal and with input from fellow teachers, then the process of designing differentiated learning can be implemented. By carrying out differentiated learning, students feel understood. The teacher's implementation of differentiated learning shows that the teacher has humanized relationships with students in his class. A conducive learning environment will foster learning motivation for students.
The application of differentiated learning has apparently brought many changes. This differentiated learning applied in mathematics subjects has fostered students' learning motivation towards this material. The students looked happy and content because they got what they needed. This sense of enjoyment and motivation to learn is reflected in the question from group C students "Mrs, I may not try to answer the questions for group B?” the same question also arose from group B members, they were challenged to try the questions worked on by group A. and for group A they were given the opportunity to become peer tutors. Acting as a peer tutor has fostered a spirit of sharing and self-confidence in students.
Their diversity does not mean separating smart and stupid children. But grouping strategy ( Learning Grouping ) This is in order to meet students' learning needs and make it easier for teachers to provide assistance to students in learning.
This grouping strategy is more flexible, they won't always be in the same group. You can change it at any time according to your learning needs. Group members in mathematics subjects will certainly be different from group members in Indonesian language subjects, IPA, IPS, and other subjects.
Apart from mathematics subjects, I also apply this differentiated learning to other subjects. For example, in learning Arts, Culture and Skills ( SBK ) on the content of creating works of art (statue), I differentiate products, Students are given the opportunity to make products from materials found in the surrounding environment. Some people use used bottles, wood, clay, and plasticine. Students' motivation to complete their products will emerge when they are better understood. Understanding diversity ( differentiate ) is a form of implementing strategies to humanize relationships with students. Greetings for independent learning.
Curator Note
[custom_field field="Note_kurator"]
Differentiation learning increases student motivation in learning mathematics
Good practice before revised
[Revision_teru]
Good practice elaboration
Being a class teacher in an elementary school has the obligation to teach all subjects except religious education and physical and health education ( PJOK ). In teaching some of these subjects, So teaching mathematics becomes a story in itself for me as a class teacher 6 SDN 01 mud. From the results of the chat survey, students on average do not like mathematics subjects. According to them, mathematics is difficult for them. Is this student's mindset correct?? How difficult is learning mathematics for students? ?. It makes me anxious to see students who are not motivated to learn mathematics. This feeling of anxiety became even more real when several students uttered the words "E...studying mathematics again, okay?, This ?' with a frown and a drooping face.
Today I have to teach mathematics about circular figures. The learning objective is that students are expected to be able to identify circle shapes. Starting with the activity of asking what objects are in the circle-shaped environment.. Learning feels fun, because the questions still revolve around objects that are close to them. The activity continues by observing and mentioning the elements in the circle, starting from the center point of the circle, fingers, arc, apothem, juring, and parts. According to them, this content is still easy, because this can still be understood by observing while listening to the teacher's explanation.
When at the next meeting the lesson continued with the content of finding the area and circumference of a circle, some students had difficulty. They find it difficult because finding the area of a circle involves the basic arithmetic operations of multiplication and division. This was clearly visible from the expressions shown by several students.
To overcome this problem, I tried asking open questions to students. “Children what makes you feel difficult ?" asked me. Simultaneously several students answered "because there is multiplication and division.", Ma'am," they answered. This condition shows that students are less ready to continue learning. To determine students' readiness before continuing the material, I provided three boxes containing cards. The first step I asked students to take one question card in the level box 1 which contains one multiplication question item. On the level box 1 This contains easy category multiplication questions. Each student is asked to work on these questions. Students who successfully work on level multiplication questions 1 will rise to a level 2. And who succeeds at the level 2 will rise in level 3.
After the students have completed the questions related to multiplication problems. then students are asked again to work on problems related to division. In this division problem, the identification strategy is also the same as working on multiplication problems. The division questions also consist of three levels of questions, namely levels 1, level 2, and levels 3.
The activity above is one of the methods that I apply in diagnosing students' learning readiness. I did this activity before going into the material on finding the area of a circle. Apart from this method, I also opened open questions ( Question and answer ) as a form of diagnostic assessment. From the results of this diagnostic assessment, then I can group or map student needs based on learning readiness. The identified student learning readiness is as follows :
- Group A are students who master the concept of area of a circle, have mastered the concept of multiplication and division of integers well so I call this group the independent practice group.
- Group B are students who have mastered the concept of area of a circle , master the concept of multiplication but are still not skilled in calculating operations for dividing integers guided practice or the instructions I provide.
- Group C are students who have not yet mastered the concept of circles and the arithmetic operations of multiplication and division of integers who struggle with their basic skills.
From the results of identifying the mapping of student learning needs, I put together a learning plan ( RPP) whose learning activities can accommodate students' learning needs. In this learning activity I differentiate the content , process, and products. Why do I map student needs based on learning readiness? Because of readiness to learn ( readiness) is the student's capacity to learn new material. An assignment that takes students' level of readiness into consideration will take students out of their comfort zone, but with the right environment and adequate support, then they will be able to master the material.
Classically, students are first given an understanding of the concept of finding the area of a circle using visual media and listening to the teacher's explanation about how to calculate the area of a circle as shown by the teacher on the blackboard.. After listening and paying attention to the teacher's explanation, Students know how to find the outside of a circle using the formula Area = Value of π ( phi ) = ( used when the value of π(phi) is a multiple number 7 ), and the value of π (phi)= 3,14 ( used when the value of π(phi) not a multiple number 7 ). Students are given a classical example of finding the area of a circle with the value π(phi) multiple number 7 and numbers are not multiples 7.
After listening to the classical explanation by the teacher. So based on the results of the diagnostic assessment, I use strategy grouping ( Study grouping ) in learning. Students are grouped based on their learning readiness.
Group A are students who have mastered the concept of area of a circle and have mastered the arithmetic operations of multiplication and division. Students are asked to work on challenge questions that apply the concept of circles in everyday life. And usually I also prepare objects whose surfaces are circular with different diameters. Students will be asked to work independently and check each other's work. And students who have finished can also be asked to become peer tutors for their other friends in groups B and c. The control given by the teacher in group A is to provide constructive feedback on the students' work..
Group B are students who have mastered the concept of area of a circle , master the concept of multiplication but are still not skilled in arithmetic operations for dividing integers and are not skilled in finding the area of a circle using the formula. This group was given assistance in solving questions prepared by the teacher and given steps in working on the questions ( more detailed in the worksheet. To complete the division calculation operation, they were asked to use concrete objects to calculate the area of a circle. ( for example using a stick, gravel, or straw) If students still find it difficult, students are asked to use the strategy " 3 before me” i.e. ask 3 friend before asking the teacher. The teacher will occasionally come to this group to ensure there are no misconceptions in carrying out basic arithmetic operations of multiplication and division of integers.
Group C are students who have not mastered the concept of circles, arithmetic operations of multiplication and division of integers. Students will receive explicit learning about the concept of calculating the area of a circle, arithmetic operations of multiplication and division. Students are also recommended to use concrete objects to build an understanding of the basic arithmetic operations of multiplication and division of integers. The teacher conducts a mini lesson or provides an explanation of the material in small groups. The teacher will provide more scaffolding in this process. Scaffolding is a learning technique where students are given a certain amount of assistance and then slowly reduce this assistance until students can ultimately show greater independence in the learning process..
Proses asesmen juga menjadi bagian penting dalam penerapan pembelajaran berdiferensiasi ini. Fokus asesmen yang dilakukan adalah asesmen formatif. Asesmen formatif ini bukan hanya berbentuk soal, tetapi juga selama proses berlangsung saya melakukan pengamatan terhadap perkembangan belajar murid-murid, saya juga melakukan pertanyaan terbuka untuk mengetahui sejauh mana pemahaman murid terhadap konten yang sedang dipelajari.
Dalam praktik pembelajaran berdiferensiasi, proses penilaian memegang peranan yang sangat penting. Guru diharapkan memiliki pemahaman yang berkembang secara terus menerus tentang kemajuan akademik murid-murid. dengan mengetahui kemajuan akademik maka murid-murid akan lebih mudah merancang pembelajaran yang sesuai dengan kebutuhan belajar murid. Teachers are expected to know where their students are and relate it to the learning objectives to be achieved. Formative assessment monitors the learning process, and carried out sustainably, and consistent.
For this formative implementation, I also prepared three forms of questions with different levels of difficulty which are included in box A, B, and C. Each student is given the freedom to choose the ticket they want. Students who successfully complete the question ticket will be allowed to leave the room. If there are still students who are having problems then scaffolding will be provided.
In fostering students' learning motivation, especially for students who still need scaffolding, parental assistance is also very much needed. Collaboration between parents and teachers at school will help students' readiness to learn. To involve the parents of these students, I formed a WhatsApp group. Through this group, conversations are built with students' parents, considering that the involvement of parents is very necessary for children's learning progress at school.
Apart from the students' parents, The involvement of the school principal is also no less important, teachers together with the principal and with input from fellow teachers, then the process of designing differentiated learning can be implemented. By carrying out differentiated learning, students feel understood. The teacher's implementation of differentiated learning shows that the teacher has humanized relationships with students in his class. A conducive learning environment will foster learning motivation for students.
The application of differentiated learning has apparently brought many changes. This differentiated learning applied in mathematics subjects has fostered students' learning motivation towards this material. The students looked happy and content because they got what they needed. This sense of enjoyment and motivation to learn is reflected in the question from group C students "Mrs, I may not try to answer the questions for group B?” the same question also arose from group B members, they were challenged to try the questions worked on by group A. and for group A they were given the opportunity to become peer tutors. Acting as a peer tutor has fostered a spirit of sharing and self-confidence in students.
Their diversity does not mean separating smart and stupid children. But grouping strategy ( Learning Grouping ) This is in order to meet students' learning needs and make it easier for teachers to provide assistance to students in learning.
This grouping strategy is more flexible, they won't always be in the same group. You can change it at any time according to your learning needs. Group members in mathematics subjects will certainly be different from group members in Indonesian language subjects, IPA, IPS, and other subjects.
Apart from mathematics subjects, I also apply this differentiated learning to other subjects. For example, in learning Arts, Culture and Skills ( SBK ) on the content of creating works of art (statue), I differentiate products, Students are given the opportunity to make products from materials found in the surrounding environment. Some people use used bottles, wood, clay, and plasticine. Students' motivation to complete their products will emerge when they are better understood. Understanding diversity ( differentiate ) is a form of implementing strategies to humanize relationships with students. Greetings for independent learning.