Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills?
This research aims to describe differentiated instruction through project-based learning on students' collaborative skills in solid geometry. This study is a case study type of research. Data collection techniques were carried out by observing and interviewing 32 students. The result of this r...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | Indonesian |
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Universitas Hamzanwadi
2024-09-01
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| Series: | Jurnal Elemen |
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| Online Access: | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/24381 |
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| author | Zuni Dwi Andriyani Dyana Wijayanti Nila Ubaidah Ahmad Lutfi Danyang Meng |
| author_facet | Zuni Dwi Andriyani Dyana Wijayanti Nila Ubaidah Ahmad Lutfi Danyang Meng |
| author_sort | Zuni Dwi Andriyani |
| collection | DOAJ |
| description | This research aims to describe differentiated instruction through project-based learning on students' collaborative skills in solid geometry. This study is a case study type of research. Data collection techniques were carried out by observing and interviewing 32 students. The result of this research is that differentiated instruction begins with an assessment of student readiness and an assessment of student interest. The learning process continues with implementing three essential aspects of differentiated instruction: content, process, and product differentiation. Process differentiation begins with the implementation of project-based learning steps. In this case, differentiated teaching and project-based learning complement each other. The results of the collaborative skills show that the students in the forming category performed optimally. Pupils learn in groups voluntarily; pupils do not leave their groups, and they exchange ideas when completing their projects. However, in the other categories, i.e., students' functioning, formulating, and fermenting, they do not show maximum results. |
| format | Article |
| id | doaj-art-3f852cc183a248a68948ef33b53c681e |
| institution | Kabale University |
| issn | 2442-4226 |
| language | Indonesian |
| publishDate | 2024-09-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj-art-3f852cc183a248a68948ef33b53c681e2025-02-01T08:22:45ZindUniversitas HamzanwadiJurnal Elemen2442-42262024-09-0110346047810.29408/jel.v10i3.2438121935Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills?Zuni Dwi Andriyani0Dyana Wijayanti1https://orcid.org/0000-0002-2276-3426Nila Ubaidah2https://orcid.org/0000-0003-1586-4891Ahmad Lutfi3https://orcid.org/0000-0003-0552-0673Danyang Meng4Universitas Islam Sultan AgungUniversitas Islam Sultan Agung & Asian Centre for Mathematics Education, East China Normal UniversityUniversitas Islam Sultan AgungUniversitas Pendidikan IndonesiaAsian Centre for Mathematics Education, East China Normal UniversityThis research aims to describe differentiated instruction through project-based learning on students' collaborative skills in solid geometry. This study is a case study type of research. Data collection techniques were carried out by observing and interviewing 32 students. The result of this research is that differentiated instruction begins with an assessment of student readiness and an assessment of student interest. The learning process continues with implementing three essential aspects of differentiated instruction: content, process, and product differentiation. Process differentiation begins with the implementation of project-based learning steps. In this case, differentiated teaching and project-based learning complement each other. The results of the collaborative skills show that the students in the forming category performed optimally. Pupils learn in groups voluntarily; pupils do not leave their groups, and they exchange ideas when completing their projects. However, in the other categories, i.e., students' functioning, formulating, and fermenting, they do not show maximum results.https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/24381collaboration skillsdifferentiated learningproject-based learning |
| spellingShingle | Zuni Dwi Andriyani Dyana Wijayanti Nila Ubaidah Ahmad Lutfi Danyang Meng Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills? Jurnal Elemen collaboration skills differentiated learning project-based learning |
| title | Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills? |
| title_full | Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills? |
| title_fullStr | Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills? |
| title_full_unstemmed | Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills? |
| title_short | Does the use of differentiated instruction through project-based learning in mathematics classroom settings facilitate the students’ collaborative skills? |
| title_sort | does the use of differentiated instruction through project based learning in mathematics classroom settings facilitate the students collaborative skills |
| topic | collaboration skills differentiated learning project-based learning |
| url | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/24381 |
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