Differentiated Problem-Based Learning: Effects on Mathematical Literacy and Learning Motivation in Secondary Education

Nasrullah; Nurul Hikmah Saleh

doi:10.63922/ijevss.v5i02.3462

Nasrullah Universitas Negeri Makassar, Indonesia
Nurul Hikmah Saleh Universitas Negeri Makassar, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i02.3462

Keywords: Differentiated Instruction, Problem-Based Learning, Motivation, Mathematical Literacy

Abstract

Mathematical literacy skills and learning motivation are two key components of 21st-century mathematics learning that need to be optimally developed. This study aimed to investigate the effect of implementing differentiated instruction within the Problem Based Learning (PBL) model on the learning motivation and mathematical literacy skills of senior high school students. A quasi-experimental design with a pretest-posttest control group was employed. The sample consisted of 72 Year 10 students at SMAN 7 Pinrang selected via cluster random sampling: class X.4 as the experimental group (PBL with process differentiation) and class X.6 as the control group (PBL without differentiation). Instruments included a learning implementation observation sheet, a 15-item Likert-scale learning motivation questionnaire, and a mathematical literacy test based on the formulate-employ-interpret process. Inferential analysis used one-sample t-tests, binomial tests, and independent sample t-tests in IBM SPSS 26. Results showed that: (1) the experimental group's motivation increased from a mean of 41.00 to 50.36 (N-Gain = 0.50; moderate), with 97% of students meeting mastery criteria; (2) mathematical literacy improved from 44.72 to 83.61 (N-Gain = 0.72; high), with 94% achieving the minimum score threshold (≥75); (3) the experimental group's motivation gain and literacy gain were significantly higher than the control group (p < .001), with Cohen's d effect sizes of 0.86 (large) and 0.97 (large), respectively. It is concluded that differentiated instruction within the PBL model has a significant and practically meaningful effect on both learning motivation and mathematical literacy skills of senior high school students.

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