Peningkatan Kemampuan Pemecahan Masalah Matematis melalui Pembelajaran Berdiferensiasi Berbasis Gaya Belajar di SMP

Abstract

This study addresses the persistent challenge of improving students’ mathematical problem-solving abilities in secondary education, where conventional teaching methods often fail to accommodate diverse learning styles, resulting in suboptimal conceptual understanding and motivation. The research aims to examine the effectiveness of differentiated instruction based on learning styles visual, auditory, and kinesthetic integrated within a Problem Based Learning model to enhance mathematical problem-solving skills among eighth-grade students. Employing a pre-experimental design with a one-group pretest-posttest approach, the study involved 36 students from SMPN 1 Tasikmalaya. Data were collected through validated essay-based tests and learning style questionnaires, with quantitative analysis conducted using normalized gain scores and paired sample t-tests. The findings reveal a significant improvement in students’ mathematical problem-solving abilities following the intervention, as indicated by a mean normalized gain of 0.76 (high category) and a statistically significant difference between pretest and posttest scores. All learning style groups exhibited substantial progress, with auditory learners achieving the highest gain, followed by visual and kinesthetic learners. The greatest advancements were observed in understanding problems and executing solutions, while difficulties persisted in the stage of reviewing solutions, suggesting the need for further instructional support in reflective thinking. These results underscore the effectiveness of differentiated instruction tailored to learning styles in fostering active participation and higher-order thinking in mathematics, aligning with the objectives of learner-centered curricula. The study recommends regular assessment of students’ learning profiles and the development of adaptive teaching materials to maximize educational outcomes.