Pengaruh Pendekatan CRT, TaRL, dan Pembelajaran Berdiferensiasi terhadap Hasil Belajar Matematika Siswa SD

Authors

  • Wati Fauziati Universitas PGRI Semarang , Indonesia
  • Henry Januar Saputra Universitas PGRI Semarang , Indonesia
  • Suyatmi Suyatmi SD Supriyadi 02 Semarang, Indonesia

Keywords:

CRT, TaRL, Berdiferensiasi, Matematika, Sekolah Dasar

Abstract

Kemampuan numerasi siswa di Indonesia tergolong rendah, penyebabnya beragam, salah satunya  siswa kesulitan dalam memahami konsep abstrak serta  cara menerapkan konsep ke dalam soal. Banyaknya siswa yang kebingungan terhadap konsep matematika menjadikan peneliti tertarik untuk meneliti pembelajaran matematika di sekolah dasar. Penelitian bertujuan untuk mengetahui pengaruh pendekatan Culturally Responsive Teaching, Teaching at the Right Level, dan pembelajaran berdiferensiasi terhadap hasil belajar matematika siswa sekolah dasar. Penelitian termasuk jenis kuantitatif dengan  pretest-posttes one-group design menggunakan metode pre-eksperimental. Data penelitian dikumpulkan melalui wawancara, observasi, pretest, posttest, dan dokumentasi. Penelitian dilaksanakan di SD Supriyadi 02 Semarang  dengan sampel siswa kelas 2D sejumlah 26 siswa. Penelitian menghasilkan data skor rata-rata pretest sebesar 68,46 dan skor rata-rata posttest sebesar 91,53 yang dianalisis menggunakan normalitas gain sebesar 0,73 dengan kriteria “Tinggi”. Dapat disimpulkan bahwa penerapan integrasi pendekatan CRT, TaRL, dan berdiferensiasi berpengaruh terhadap kenaikan hasil belajar matematika siswa di sekolah dasar.

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Published

03-01-2025

How to Cite

Fauziati, W., Saputra, H. J., & Suyatmi, S. (2025). Pengaruh Pendekatan CRT, TaRL, dan Pembelajaran Berdiferensiasi terhadap Hasil Belajar Matematika Siswa SD. Jurnal Pendidikan Tambusai, 9(1), 153–160. Retrieved from http://jptam.org/index.php/jptam/article/view/24154

Issue

Vol. 9 No. 1 (2025)

Section

Articles of Research

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