Open AccessThe effect of differentiated instruction on student mathematical communication ability
Author(s) -
Lilis Nurasiah,
Bambang Avip Priatna,
Nanang Priatna
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1469/1/012160
Subject(s) - mathematics education , class (philosophy) , differentiated instruction , test (biology) , sample (material) , computer science , achievement test , psychology , artificial intelligence , standardized test , paleontology , chemistry , chromatography , biology
This study aims to analyze: (a) mathematical communication ability of students before and after learning with Different Instruction; (b) difference between students’ mathematical communication ability using Differentiated Instruction and conventional learning. The research method used in this study is a quantitative research. 70 Junior High School students of the 8th graders, participate in this study. The first class sample is learning with Differentiated Instruction approach and the second class with the conventional learning. Data obtained using research instruments consisting of pre-test and post-test. Based on the results of data processing, it was obtained: (a) the mean achievement of communication ability of the students of Differentiated Instruction class is 77.37 in the medium level and the student of conventional class (75.87) in the medium level too; (b) to improve students’ mathematical communication ability, Differentiated Instruction approach is better to use. From the data that has been obtained, the effect of Differentiated Instruction is to improve students’ mathematical communication ability.