The Influence of Differentiated Learning on Motivation and Economic Learning Outcomes of Class XI Students at SMA Negeri 6 Surakarta
Abstract
This research aims to determine the effect of implementing differentiated learning on the motivation and Economic learning outcomes of class XI students at SMA Negeri 6 Surakarta. This study is experimental research utilizing a Pretest-Posttest Control Group Design. The sampling technique used was purposive sampling and using class XI F-6 as the experimental class and XI F-10 as the control class. Data collection techniques were carried out using questionnaire instruments, pretest and posttest. Data analysis included assumption test such as normality and homogeneity tests before hypothesis testing is carried out using the independent sample T-test. The results show that (1) differentiated learning has a significant influence on the learning motivation as indicated by the acquisition of a significance value (Sig. 2 tailed) 0,001 < 0,05; (2) differentiated learning has a significant influence on the learning outcomes as evidenced by the acquisition of a significance value (Sig. 2 tailed) with an average posttest value of 0,000 < 0,05. This research can contribute to the development of education related to the topic of differentiated learning. In addition, this research provides novelty in improving the quality of Economic learning through adjusting learning method based on student’s interests, needs, and learning readiness to improve motivation and learning outcomes. Researchers hope that future research can be expanded by using other factors to improve the influence of differentiated learning on motivation and learning outcomes
References
Aguanda, Setiawan, A., Anwar, M. S., Wardana, M. R. F., & Yambasu, R. A. 2023. The Effect of Differentiated Learning on Improving Student Learning Outcomes. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 46–50. https://doi.org/10.61650/dpjpm.v1i1.199
Amineh, R. J., & Asl, H. D. 2015. Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9–16.
Anggryawan, I. H. 2019. Pengaruh Fasilitas Belajar dan Motivasi Belajar terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi. JUPE, 7(3), 71–75.
Asim, H. M., Vaz, A., Ahmed, A., & Sadiq, S. 2021. A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System. International Education Studies, 14(2), 1–11. https://doi.org/10.5539/ies.v14n2p1
Asriadi, M., Hadi, S., Istiyono, E., & Retnawati, H. (2023). Does differentiated instruction affect learning outcome Systematic review and meta-analysis. Journal of Pedagogical Research, 7(5), 18–33. https://doi.org/10.33902/jpr.202322021
Dakhi, A. S. (2020). Peningkatan Hasil Belajar Siswa. Jurnal Education and Development, 1(3), 350–361. https://doi.org/10.36418/japendi.v1i3.33
Dalila, A. A., Rahmah, S., Liliawati, W., & Kaniawati, I. (2022). Effect of Differentiated Learning in Problem Based Learning on Cognitive Learning Outcomes of High School Students. Jurnal Penelitian Pendidikan IPA, 8(4), 2116–2122. https://doi.org/10.29303/jppipa.v8i4.1839
Duncan, T. G., & Mckeachie, W. J. (2010). The Making of the Motivated Strategies for Learning Questionnaire The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117–128. https://doi.org/10.1207/s15326985ep4002
Gerald, B. (2018). A Brief Review of Independent, Dependent and One Sample t-test. International Journal of Applied Mathematics and Theoretical Physics, 4(2), 50. https://doi.org/10.11648/j.ijamtp.20180402.13
Halimah, N., Irdamurni, I., & Desyandri, D. (2023). Humanistic Philosophy of Learning Differs From the Curriculum in ES. International Journal of Educational Dynamics, 5(2), 218–224.
Hamidah, J., & Oktaviani, O. (2023). Pengaruh Motivasi Belajar Dalam Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Bahasa Indonesia Siswa Man 1 Pulang Pisau. Prima Magistra: Jurnal Ilmiah Kependidikan, 4(3), 254–262. https://doi.org/10.37478/jpm.v4i3.2652
Herwina, W. (2021). Optimalisasi Kebutuhan Murid Dan Hasil Belajar Dengan Pembelajaran Berdiferensiasi. Perspektif Ilmu Pendidikan, 35(2), 175–182. https://doi.org/10.21009/pip.352.10
Iterbeke, K., De Witte, K., Declercq, K., & Schelfhout, W. (2020). The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials. Economics of Education Review, 78(November 2019), 1-25. https://doi.org/10.1016/j.econedurev.2019.101949
Khasanah, I., & Alfiandra. (2023). Implementasi Pembelajaran Berdiferensiasi Dalam Upaya Meningkatkan Motivasi Belajar Kelas IX di SMPN 33 Palembang. Jurnal Pendidikan Dan Konseling, 5(1), 5324–5327.
Lagili, I. L., Moonti, U., & Mahmud, M. (2019). Identifikasi Faktor-Faktor Yang Mempengaruhi Motivasi Belajar Mahasiswa Pada Program Studi S1 Pendidikan Ekonomi Angkatan 2015 Fakultas Ekonomi Universitas Negeri Gorontalo. Jambura Economic Education Journal, 1(1), 15–29. https://doi.org/10.37479/jeej.v1i1.2082
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140(May 2023), 104464, 1-14. https://doi.org/10.1016/j.tate.2023.104464
Li, Q., & Ma, Y. (2023). Sinicization Innovation of Marxist Humanistic Theory in Colleges and Universities Under the Background of Innovative Thinking. Psychology Research and Behavior Management, 16(May), 1897–1909. https://doi.org/10.2147/PRBM.S405168
Lin, P. Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the structural relationship among primary students’ motivation to learn artificial intelligence. Computers and Education: Artificial Intelligence, 2(October 2020), 100006, 1-7. https://doi.org/10.1016/j.caeai.2020.100006
Mandagi, D. E. J., Gugule, S., & Pongoh, E. J. (2023). The Influence of Differentiated Learning and Learning Styles on Student Learning Outcomes in Physical Changes and Chemical Changes at Gonzaga Tomohon Catholic Middle School. American Journal of Language, Literacy and Learning in STEM Education, 01(09), 422–430. http://grnjournal.us/index.php/STEM/article/view/1550
Nawati, A., Yulia, Y., & Khosiyono, B. H. C. (2023). Pengaruh Pembelajaran Berdiferensiasi Model Problem Based Learning Terhadap Hasil Belajar IPA pada Siswa Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 08(1), 6167–6180.
Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value , self-efficacy and goal orientations : performance among university students. Psychologica Belgica, 47(1/2), 95–117.
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54(May 2017), 22–34. https://doi.org/10.1016/j.learninstruc.2018.01.009
Santangelo, T., & Tomlinson, C. A. (2009). The Application of Differentiated Instruction in Postsecondary Environments : Benefits , Challenges , and Future Directions. 20(3), 307–323.
Schweder, S., & Raufelder, D. (2024). Does changing learning environments affect student motivation? Learning and Instruction, 89(March 2023), 101829, 1-16. https://doi.org/10.1016/j.learninstruc.2023.101829
Siam, K., & Al-natour, M. (2016). Teacher ’ s Differentiated Instruction Practices and Implementation Challenges for Learning Disabilities in Jordan. 9(12), 167–181. https://doi.org/10.5539/ies.v9n12p167
Sitorus, P., Simanullang, E. N., Manalu, A., Laia, I. S. A., Tumanggor, R. M., & Nainggolan, J. (2022). Effect of Differentiation Learning Strategies on Student Learning Results. Jurnal Penelitian Pendidikan IPA, 8(6), 2654–2661. https://doi.org/10.29303/jppipa.v8i6.2114
Sugiyono. (2017). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Suhesti, S., Nawir, H., & Syarifuddin, S. (2023). Pemanfaatan Pembelajaran Berdiferensiasi Dalam Meningkatkan Motivasi Belajar Siswa Kelas XII Pada Mata Pelajaran Ekonomi di UPT SPF-SMA Negeri 22 Bone. Innovative: Journal Of Social Science Research, 3(3), 3095–3110. http://j-innovative.org/index.php/Innovative/article/view/2454%0Ahttps://j-innovative.org/index.php/Innovative/article/download/2454/1742
Tobin, R., & Tippett, C. D. (2014). Possibilities and Potential Barriers: Learning To Plan for Differentiated Instruction in Elementary Science. International Journal of Science and Mathematics Education, 12(2), 423–443. https://doi.org/10.1007/s10763-013-9414-z
Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1), 1–8. https://doi.org/10.15700/saje.v39n1a1510
Tomlinson, C. A., & Moon, T. (2014). Assessment in the differentiated classroom. 1–5.
Tsai, C. A., Song, M. Y. W., Lo, Y. F., & Lo, C. C. (2023). Design thinking with constructivist learning increases the learning motivation and wicked problem-solving capability—An empirical research in Taiwan. Thinking Skills and Creativity, 50(August 2022). https://doi.org/10.1016/j.tsc.2023.101385
Amineh, R. J., & Asl, H. D. 2015. Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9–16.
Anggryawan, I. H. 2019. Pengaruh Fasilitas Belajar dan Motivasi Belajar terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi. JUPE, 7(3), 71–75.
Asim, H. M., Vaz, A., Ahmed, A., & Sadiq, S. 2021. A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System. International Education Studies, 14(2), 1–11. https://doi.org/10.5539/ies.v14n2p1
Asriadi, M., Hadi, S., Istiyono, E., & Retnawati, H. (2023). Does differentiated instruction affect learning outcome Systematic review and meta-analysis. Journal of Pedagogical Research, 7(5), 18–33. https://doi.org/10.33902/jpr.202322021
Dakhi, A. S. (2020). Peningkatan Hasil Belajar Siswa. Jurnal Education and Development, 1(3), 350–361. https://doi.org/10.36418/japendi.v1i3.33
Dalila, A. A., Rahmah, S., Liliawati, W., & Kaniawati, I. (2022). Effect of Differentiated Learning in Problem Based Learning on Cognitive Learning Outcomes of High School Students. Jurnal Penelitian Pendidikan IPA, 8(4), 2116–2122. https://doi.org/10.29303/jppipa.v8i4.1839
Duncan, T. G., & Mckeachie, W. J. (2010). The Making of the Motivated Strategies for Learning Questionnaire The Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), 117–128. https://doi.org/10.1207/s15326985ep4002
Gerald, B. (2018). A Brief Review of Independent, Dependent and One Sample t-test. International Journal of Applied Mathematics and Theoretical Physics, 4(2), 50. https://doi.org/10.11648/j.ijamtp.20180402.13
Halimah, N., Irdamurni, I., & Desyandri, D. (2023). Humanistic Philosophy of Learning Differs From the Curriculum in ES. International Journal of Educational Dynamics, 5(2), 218–224.
Hamidah, J., & Oktaviani, O. (2023). Pengaruh Motivasi Belajar Dalam Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Bahasa Indonesia Siswa Man 1 Pulang Pisau. Prima Magistra: Jurnal Ilmiah Kependidikan, 4(3), 254–262. https://doi.org/10.37478/jpm.v4i3.2652
Herwina, W. (2021). Optimalisasi Kebutuhan Murid Dan Hasil Belajar Dengan Pembelajaran Berdiferensiasi. Perspektif Ilmu Pendidikan, 35(2), 175–182. https://doi.org/10.21009/pip.352.10
Iterbeke, K., De Witte, K., Declercq, K., & Schelfhout, W. (2020). The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials. Economics of Education Review, 78(November 2019), 1-25. https://doi.org/10.1016/j.econedurev.2019.101949
Khasanah, I., & Alfiandra. (2023). Implementasi Pembelajaran Berdiferensiasi Dalam Upaya Meningkatkan Motivasi Belajar Kelas IX di SMPN 33 Palembang. Jurnal Pendidikan Dan Konseling, 5(1), 5324–5327.
Lagili, I. L., Moonti, U., & Mahmud, M. (2019). Identifikasi Faktor-Faktor Yang Mempengaruhi Motivasi Belajar Mahasiswa Pada Program Studi S1 Pendidikan Ekonomi Angkatan 2015 Fakultas Ekonomi Universitas Negeri Gorontalo. Jambura Economic Education Journal, 1(1), 15–29. https://doi.org/10.37479/jeej.v1i1.2082
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140(May 2023), 104464, 1-14. https://doi.org/10.1016/j.tate.2023.104464
Li, Q., & Ma, Y. (2023). Sinicization Innovation of Marxist Humanistic Theory in Colleges and Universities Under the Background of Innovative Thinking. Psychology Research and Behavior Management, 16(May), 1897–1909. https://doi.org/10.2147/PRBM.S405168
Lin, P. Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the structural relationship among primary students’ motivation to learn artificial intelligence. Computers and Education: Artificial Intelligence, 2(October 2020), 100006, 1-7. https://doi.org/10.1016/j.caeai.2020.100006
Mandagi, D. E. J., Gugule, S., & Pongoh, E. J. (2023). The Influence of Differentiated Learning and Learning Styles on Student Learning Outcomes in Physical Changes and Chemical Changes at Gonzaga Tomohon Catholic Middle School. American Journal of Language, Literacy and Learning in STEM Education, 01(09), 422–430. http://grnjournal.us/index.php/STEM/article/view/1550
Nawati, A., Yulia, Y., & Khosiyono, B. H. C. (2023). Pengaruh Pembelajaran Berdiferensiasi Model Problem Based Learning Terhadap Hasil Belajar IPA pada Siswa Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 08(1), 6167–6180.
Neuville, S., Frenay, M., & Bourgeois, E. (2007). Task value , self-efficacy and goal orientations : performance among university students. Psychologica Belgica, 47(1/2), 95–117.
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54(May 2017), 22–34. https://doi.org/10.1016/j.learninstruc.2018.01.009
Santangelo, T., & Tomlinson, C. A. (2009). The Application of Differentiated Instruction in Postsecondary Environments : Benefits , Challenges , and Future Directions. 20(3), 307–323.
Schweder, S., & Raufelder, D. (2024). Does changing learning environments affect student motivation? Learning and Instruction, 89(March 2023), 101829, 1-16. https://doi.org/10.1016/j.learninstruc.2023.101829
Siam, K., & Al-natour, M. (2016). Teacher ’ s Differentiated Instruction Practices and Implementation Challenges for Learning Disabilities in Jordan. 9(12), 167–181. https://doi.org/10.5539/ies.v9n12p167
Sitorus, P., Simanullang, E. N., Manalu, A., Laia, I. S. A., Tumanggor, R. M., & Nainggolan, J. (2022). Effect of Differentiation Learning Strategies on Student Learning Results. Jurnal Penelitian Pendidikan IPA, 8(6), 2654–2661. https://doi.org/10.29303/jppipa.v8i6.2114
Sugiyono. (2017). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Suhesti, S., Nawir, H., & Syarifuddin, S. (2023). Pemanfaatan Pembelajaran Berdiferensiasi Dalam Meningkatkan Motivasi Belajar Siswa Kelas XII Pada Mata Pelajaran Ekonomi di UPT SPF-SMA Negeri 22 Bone. Innovative: Journal Of Social Science Research, 3(3), 3095–3110. http://j-innovative.org/index.php/Innovative/article/view/2454%0Ahttps://j-innovative.org/index.php/Innovative/article/download/2454/1742
Tobin, R., & Tippett, C. D. (2014). Possibilities and Potential Barriers: Learning To Plan for Differentiated Instruction in Elementary Science. International Journal of Science and Mathematics Education, 12(2), 423–443. https://doi.org/10.1007/s10763-013-9414-z
Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1), 1–8. https://doi.org/10.15700/saje.v39n1a1510
Tomlinson, C. A., & Moon, T. (2014). Assessment in the differentiated classroom. 1–5.
Tsai, C. A., Song, M. Y. W., Lo, Y. F., & Lo, C. C. (2023). Design thinking with constructivist learning increases the learning motivation and wicked problem-solving capability—An empirical research in Taiwan. Thinking Skills and Creativity, 50(August 2022). https://doi.org/10.1016/j.tsc.2023.101385
Published
2024-10-18
How to Cite
RAHMANDHANI, Fahriza; NOVIANI, Leny.
The Influence of Differentiated Learning on Motivation and Economic Learning Outcomes of Class XI Students at SMA Negeri 6 Surakarta.
Soedirman Economics Education Journal, [S.l.], v. 6, n. 2, p. 132-144, oct. 2024.
ISSN 2686-6277.
Available at: <https://jos.unsoed.ac.id/index.php/seej/article/view/12823>. Date accessed: 24 apr. 2025.
doi: https://doi.org/10.32424/seej.v6i2.12823.
Issue
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution 4.0 International License.
