Pengaruh Pembelajaran Berdiferensiasi Terhadap Pemahaman Konsep Pecahan Ditinjau dari Motivasi Belajar Siswa SD
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Penelitian ini bertujuan menganalisis pengaruh pembelajaran berdiferensiasi terhadap kemampuan pemahaman matematis konsep pecahan ditinjau dari tingkat motivasi belajar siswa kelas V sekolah dasar. Latar belakang penelitian adalah rendahnya pemahaman siswa terhadap pecahan, sebagaimana ditunjukkan hasil AKM dan tes sumatif di Kabupaten Karawang, di mana lebih dari 60% siswa masih berada di bawah standar. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan kuasi eksperimen desain pretest-posttest non-equivalent control group, melibatkan 80 siswa kelas V SDN Duren III yang terbagi ke dalam kelas eksperimen (40 siswa) dengan pembelajaran berdiferensiasi berbasis gaya belajar (visual, auditori, kinestetik) dan kelas kontrol (40 siswa) dengan pembelajaran konvensional. Instrumen penelitian meliputi tes pemahaman matematis, kuesioner motivasi belajar, lembar observasi, dan pedoman wawancara yang telah teruji validitas isi (Gregory = 1,0) serta reliabilitas (Cronbach Alpha 0,452–0,566). Analisis data menggunakan uji-t dan ANOVA dua arah. Temuan penelitian menegaskan bahwa pembelajaran berdiferensiasi memberikan peningkatan signifikan pada pemahaman konsep pecahan dibandingkan pembelajaran konvensional (p < 0,05), dengan kenaikan nyata pada seluruh rentang kemampuan siswa. Analisis ANOVA menunjukkan tidak adanya interaksi antara pembelajaran dan motivasi belajar, yang berarti diferensiasi efektif bagi siswa bermotivasi tinggi, sedang, maupun rendah. Dengan karakter adaptif-inklusifnya, strategi ini direkomendasikan sebagai pendekatan instruksional yang dapat diterapkan secara luas untuk memperkuat numerasi siswa sekolah dasar.
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