Implementation of Differentiated Learning in Mathematics Classrooms to Meet The Learning Needs of Students with Diverse Abilities

Abstract

Differentiated learning is a pedagogical approach that aims to meet the learning needs of students with diverse abilities in one class. This study aims to examine the implementation of differentiated learning in mathematics classrooms using qualitative methods, through literature studies and library research. Data is collected from a variety of academic sources, including journals, books, and relevant articles. The results show that differentiated learning can improve student engagement, concept understanding, and overall learning outcomes. Effective differentiated learning strategies involve tailoring content, processes, products, and learning environments according to the individual needs of students. This adjustment includes the use of various teaching methods, such as project-based learning, group work, and the use of digital technology. Challenges in the implementation of differentiated learning include the need for adequate teacher training, the time required to design appropriate learning activities, and support from schools. However, with careful planning and commitment from all parties, differentiated learning can be an effective strategy to overcome differences in students' abilities in mathematics classes. This research makes an important contribution to educational practice by providing guidance and recommendations for teachers and school managers in implementing differentiated learning.