A Literature Review: Application of Differentiated Instruction to Improve Mathematics Learning

DOI

10.2991/978-2-38476-108-1_25How to use a DOI?

Keywords

Differentiated Instruction; Learning Ability; Mathematics

Abstract

Every student has differences in terms of abilities, learning styles, interests, and cultural backgrounds. For some students who have good ability in understanding Mathematics, Mathematics is a fun learning and very easy to learn. On the other hand, for some students who do not have good mathematical abilities, they will define mathematics as an unpleasant and very difficult lesson to learn. There are several factors that cause some students to experience difficulties in learning mathematics, among others, the learning challenges given by the teacher are not proportional to the students’ abilities, the learning methods provided by the teacher are not in accordance with the student’s learning style, and the students’ low interest in learning. Mathematics learning should be carried out interactively, fun, challenging, motivating, and providing enough space for initiative, creativity, and independence according to the talents and interests of students. This is in line with the concept of Differentiated Instruction. Differentiated Instruction is a learning method in which the teacher must provide instructional instruction in the classroom, so that students can learn according to their interest and needs. The purpose of writing this literature review is to (1) explain the application of differentiation, (2) explain the results of the application of differentiation, (3) analyze the opportunities for applying a differentiated approach in learning Mathematics. The research method used in this study is a literature review in the form of journals and articles that are searched through Google Scholar. This journal search yielded 90 findings in the period 2007–2022. In addition, researchers carried out an inclusion and exclusion process by considering the criteria that had been set. The results of the inclusion process obtained as many as 30 findings and exclusion as many as 60 findings. So this study uses 30 articles that are used as a source of literature review data. The results obtained from the literature review of this study include: DI can meet the diversity and learning experience student, improve self-efficacy in mathematics learning, increase motivation student to learn mathematics, improve mathematic skills, and improve mathematics learning achievement.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Erika Aulia Zahra
AU  - Jasmine Febriansyah
AU  - Annisa Nanda Liyani
AU  - Muhammad Nanang Suprayogi
PY  - 2023
DA  - 2023/09/28
TI  - A Literature Review: Application of Differentiated Instruction to Improve Mathematics Learning
BT  - Proceedings of the Online Conference of Education Research International (OCERI 2023)
PB  - Atlantis Press
SP  - 262
EP  - 272
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-108-1_25
DO  - 10.2991/978-2-38476-108-1_25
ID  - Zahra2023
ER  -