DEVELOPMENT OF DIFFERENTIATED MATHEMATICS MATERIALS ORIENTED TOWARDS COMPUTATIONAL THINKING SKILLS AND MATHEMATICAL DISPOSITION HIGH SCHOOLS

Abstract

Mathematics learning needs to implement differentiated instruction (DI) to support student-centered learning while fostering computational thinking skills (CTS) and positive mathematical disposition (MD). However, previous studies integrating differentiated mathematics teaching materials that simultaneously support and evaluate CTS and MD in senior high school contexts remain limited. This study aims to develop a valid, practical, and effective differentiated instruction-based teaching material toward students’ CTS and MD. The materials were developed using the ADDIE model by integrating interest-based project differentiation, graduated difficulty levels, and proceduralization strategies. The effectiveness of the materials was tested using a quasi-experimental non-equivalent pretest–posttest control group design involving 72 11th grade  students of State Senior High School 1 Sleman. The data was analyzed through MANCOVA, effect size, and proportion tests. The results showed that the developed teaching materials achieved good validity and practicality scores (teacher practicality ratings of 88 for the textbook and 77 for the module) and produced statistically significant improvements in both CTS and MD compared to conventional instruction (partial η² = 0.129 and 0.142, respectively), although classical mastery criteria were not yet fully met. The materials also supported student engagement, perseverance, and structured problem-solving processes, indicating their pedagogical potential in fostering meaningful learning. Although classical mastery had not yet been fully achieved, the findings represent a promising initial stage, suggesting that sustained implementation and longer instructional exposure may further strengthen students’ CTS and MD.