International Journal of Engineering Business
and Social Science
Vol. 1 No. 3, January-February 2023, pages: 192 -196
e-ISSN: 2980-4108, p-ISSN: 2980-4272
https://ijebss.ph/index.php/ijebss
192
The Effect of Differentiation Learning to Increase Learning
Motivation of Students in Elementary Schools
Amir Pada
1
, Nasaruddin
2
, Lutfi B
3
1,2,3
Departement of Elementary School Education FIP UNM
E-Mail: amirpada@gmail.com, nasaruddin@unm.co.id, lutf[email protected],id
Submitted: 08-02-2023 Revised: 12-02-2023, Publication: 20-02-2023
Keywords
Abstract
Differentiation learning,
Motivation learning,
Conventional Learning
This research was conducted aiming to determine the effect of differentiating learning
on increasing student motivation. The research design used was a pretest-posttest
control-group. Data was collected using a learning motivation questionnaire with a
Likert measurement scale. Data were analyzed using the Independent-sample t-test and
the Assumption Test which included the Normality Test and Homogeneity Test. Data
were processed and analyzed using SPSS with a significance level of 5%. the results of
the study concluded that there was a significant influence between differentiated
learning on increasing student learning motivation, and it was also known that the
increase in learning motivation of students who received differentiated learning was
greater than that of students who received conventional learning with an increase of
14.143.
1 Introduction
The benchmark for a reliable and qualified teacher is when he can carry out his duties properly as evidenced by
his capacity and consistency to support and contribute to improving the learning system. In an effort to improve this
teaching system, teachers try to increase student motivation and interest in learning material by utilizing various
opportunities both media, learning assets and skills possessed by coaches as a source of learning information. The
sources of information obtained are interesting and liked by students, so their intellectual abilities will also
experience changes(Sanjaya, 2022). The results of interviews at SDN 84 Kota Parepare show that learning conditions
are still lacking, especially in the aspect of increasing learning motivation. So that effective learning is needed to be
able to increase learning motivation, (Marlina, 2020) differentiated learning is an adjustment to interests, learning
preferences, student readiness to achieve increased awareness, motivation and student learning outcomes to become
independent learners, and create a pleasant relationship between students and teachers.
Differentiated learning has the following characteristics: Learning that focuses on concepts, has a different
approach, students become active learners and have different processes. So that differentiation learning still pays
attention to social and cultural suitability in various aspects of students' social and cultural life, age and uniqueness
attached to him, (Faiz et al., 2022) and can be used as a reference for selecting learning strategies.
Differentiated learning is an effort to improve the teaching system. This aims to support improving the quality
of education, through quality learning patterns. The quality of this education can be improved by going through a
learning process that utilizes various learning media and tools (Pesona, 2018). This is because the learning process is
a real activity that cannot be separated from the life of an individual in meeting needs or in achieving a goal.
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Teachers as teaching staff have an important role in improving the quality of learning. In the learning process
the teacher is a facilitator and motivator to explore all the potential possessed by children (Aulina, 2018). The teacher
has a role as a learning marketing leader. Appropriate personality based on pedagogy that prioritizes skills when
understanding each student's characteristics and being able to develop competencies that make students understand
the material they teach (Muhtar et al., 2022). So the teacher must have a variety of media strategies and models in the
learning process so that students are more motivated in learning.
To create professional individual teachers, the ability to interact well with students and have qualified
pedagogical abilities is the hope of every teacher. This pedagogical ability includes skills in building an interesting
atmosphere in a learning process. This is not spared from the use of learning models and media aimed at increasing
student motivation. The existence of learning motivation must be strived to exist within the students, and if there are
obstacles it is also sought to be minimized. So that the results to be achieved as a result of learning can be obtained
optimally (Fadlilah, 2020).
The use of media and learning models often has an impact on student learning motivation as indicated by
student reactions and responses to less active learning. In the learning process especially in elementary schools it is
generally carried out passively, where the teacher reveals material using the lecture method while students only
listen, as a result students quickly feel bored & bored (Suhartoyo et al., 2020). Therefore, the Minister of Education
and Culture issued a learning concept called "Freedom to Learn". This concept according to (Puspitasari & Walujo,
2020) allows students to freely express their own thoughts and innovations. However, in its implementation,
sometimes there are obstacles due to the diverse and different thinking of students, requiring teachers to be more
sensitive to issues of diversity. Each student has their own ways, ideas and thoughts to develop. For this reason,
teachers need to understand the type of referenced learning. According to American Psychiatric Association. (2019)
there are 4 differentiation 1. Content differentiation, 2. Process differentiation and 3 Product differentiation, to be
taken into consideration when this is needed in selecting appropriate learning methods and models. To overcome
this, (Sapriya, 2009) suggests that teachers can implement differentiation learning. This model allows each child to
learn according to their own needs. Differentiated learning is learning that provides opportunities to gain concepts,
process ideas, and increase interest from the diversity of students in the class (Andini, 2016).
By focusing on the individual learning needs of students, and freeing students to think and innovate, it is hoped
that students will be more interested and enthusiastic in carrying out the learning process, (Booth-LaForce & Kerns,
2009) explains that teachers need to pay attention to differentiating learning indicators such as: feeling happy, skills
assessment being good and learning outcomes increasing or good. Therefore, the steps for differentiating learning
must be a reference, namely: a. Determine learning objectives. b. Mapping student learning needs (learning
readiness, interest, learning profile). c. Creating strategies and assessment tools that will be used in the learning
process and d. Determine learning activities. so this research needs to be done to know the effect of differentiating
learning on increasing student motivation.
2 Research Methods
The sample in the study was divided into two classes, namely the experimental class and the control class which
were carried out randomly. The treatment in each class is different, where in the experimental class differentiation
learning is carried out while in the control class conventional learning is carried out. Prior to learning, students are
given a learning motivation questionnaire with a Likert measurement scale to determine student learning motivation
at the beginning of learning. Then at the end of the lesson the same thing will be done to compare student learning
motivation after and before learning. The research design used was a pretest-posttest control-group as shown in
Table 1.
Table 1. Design of Research
Class
Pre-Test
Treatment
Post-Test
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Experiment
O
1
X
1
O
2
Control
O1
X
2
O
2
Note:
O
1
: Pre-Test
O
2
: Post-Test
X
1
: Using differentiation learning
X
2
: Using conventional learning
To find out whether there is an increase in learning motivation between the experimental and control classes it
is analyzed using the Independent Test-sample t-test. The assumption test that must be fulfilled is the Normality Test
(Kolmogorov-Smirnov) and Homogeneity Test. Data were processed and analyzed using SPSS with a significance
level of 5%. The research hypothesis is as follows.
H
0
:There is no significant effect between differentiated learning on increasing student motivation
H
a
: There is a significant influence between differentiation learning on increasing student motivation
3 Results and Discussions
After obtaining data from the pretest and posttest results of students in the experimental class and control class,
then the data obtained is analyzed to obtain information to support research needs. Analysis of the data uses several
methods. The results of the descriptive analysis of the data that have been obtained are as follows:
Table 2. Descriptive Analysis
N
Minimum
Maximum
Mean
Std. Deviation
Pre-test
Experiment
28
51,00
84,00
67,2143
11,09674
Pre-test control
28
50,00
83,00
65,3929
9,28695
Post-test
Experiment
28
60,00
98,00
77,1071
11,48054
Post-test control
28
61,00
99,00
79,5357
11,62208
Valid N (listwise)
28
From the results of the analysis above, it was found that the average value for the Pretest in the Experiment class
was 67.2143 and for the Control Class was 65.3929. Then for the Posttest average value for the Experiment class is
77.1071 and for the control class is 79.5357. After performing a descriptive statistical analysis on the data, a
normality test was then carried out and it was found that all data were normally distributed because the significance
value exceeded the value α = 0.05 and the results can be seen in the following table:
Table 3. Data Normality Test
Class
Statistic
df
Sig.
Conclusion
Pre-test Experiment
0,158
28
0,071
Normal
Pre-test control
0,113
28
0,20
*
Normal
Post-test Experiment
0,131
28
0,20
*
Normal
Post-test control
0,104
28
0,20
*
Normal
The results of the analysis of the normality test above show that the data in the experimental class and control
class are normally distributed, this can be seen by looking at the significance value in each class, that is, the pretest
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for the experimental class is 0.71 and the control class is 0.20 respectively(Esti & Irul, 2017). Then the significance
value for the Posttest experimental class and control class is 0.20. From the results obtained it is known that the
significance value is greater than α = 0.05 so that the decision is obtained that the data is normally distributed. After
carrying out the Normality test and obtaining all data normally distributed, then a homogeneity test is then carried
out, the results of which can be seen in the following table:
Table 4. Data Homogeneity Test
Levene Statistic
df1
df2
Sig.
Conclusions
Pretest
Based on
Mean
3.266
1
54
0.076
Homogeneous
Posttest
Based on
Mean
0.007
1
54
0.936
Homogeneous
The table above shows the significance value of the homogeneity test on the pretest and posttest data, where the
significance value for the pretest data is 0.076 and the posttest significance value is 0.936. From the results obtained,
it can be seen that the significance value is greater than α = 0.05 so that it is known that the data. Then to find out the
differences in the samples and the influence of the variables, an Independent sample T-test was carried out, where
the results of the analysis can be seen as follows:
Table 5. Independent-sample t-test
Levene's Test for
Equality of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig. (2-
tailed)
Mean
Difference
Std. Error Difference
Experiment
Equal
variances
assumed
2.796
0.100
-5.030
54
0.000
-14.14286
2.81146
Control
Equal
variances
assumed
0.004
0.949
-3.279
54
0.002
-9.89286
3.01745
It can be seen, the table shows the significance values of the Experiment and Control, which are 0.000 and 0.002
respectively where the value is smaller than α = 0.05 so that Ho is rejected and Ha is accepted. So it can be seen that
there is a significant difference between the pretest scores and posttest scores. So it can be seen that Differentiated
Learning has an influence on increasing student motivation. This is also evidenced by the average difference between
pretest scores and posttest scores. The average level of learning motivation in the experimental class at the pretest
was 67.2143 and at the posttest was 77.1071 where there was an increase of 9.893. Then the average level of
learning motivation in the control class at the pretest was 65.393 while the posttest was 79.536 which showed a
significant difference. The level of learning motivation in the control class increased by 14.143. The increase in
student learning motivation proves that there is an influence between differentiating learning on increasing student
learning motivation in public elementary school 84, Parepare City.
4 Conclusion
Based on the results of the research that has been done, it can be concluded that there is a significant influence
between differentiating learning on increasing student motivation. It can also be seen that the increase in learning
motivation of students who receive differentiated learning is greater than those who receive conventional learning
IJEBSS e-ISSN: 2980-4108 p-ISSN: 2980-4272
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with an increase of 14.143. As for developing and increasing student learning motivation, suggestions were put
forward namely, the need for further development of differentiated learning in order to improve the quality of
education and the need for further research on matters related to differentiated learning on aspects that have not been
studied.
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