DIFFERENTIATED LEARNING WITH ADIDACTICAL SITUATIONS ASSISTED BY MATHEMATICAL ACTIVITY TASK WORKSHEETS RELATED TO ELEMENTARY SCHOOL STUDENTS' NUMERACY

Abstract

Students' numeracy skills are currently a topic of interest in many educational research studies due to their urgency towards the skills needed in this century. Numeracy skills are closely related to critical thinking in solving problems in everyday life. However, the current phenomenon shows that this numeracy skill still needs to be improved. One of the learning approaches offered to overcome this is differentiated learning, which accommodates diversity according to the characteristics of elementary school students. The purpose of this research is to improve the numeracy skills of elementary school students through differentiated learning with an adidactic situation assisted by mathematics activities task worksheet. This research utilizes an action research approach with 18 elementary school students as participants. The research methods used were the completion of the Mathematics Activities Task Worksheet by students, special observations, and numeracy test results. Data analysis was carried out by looking at the average student numeracy scores, reflecting through FGDs with observers, and filling out observation sheets by teachers. The results of the observation sheet score showed an increase as well as the average numeracy score also increased, namely pre-cycle (45.80), cycle 1 (60.50), and cycle 2 (67.83). Based on this research, it can be concluded that differentiated learning with an adidactic situation assisted by mathematics activities task worksheet can improve the numeracy skills of elementary school students on the material of distance, time, and speed.