Fostering Mathematics Learning Engagement through Differentiated Teaching: Evidence from Classroom Action Research

Abstract

Purpose of the study: This study aimed to examine the effectiveness of differentiated teaching in fostering mathematics learning engagement and improving mathematics achievement among secondary school students with diverse academic abilities through the implementation of classroom action research in a collaborative learning environment. Methodology: This study employed a classroom action research design conducted in two cycles involving 35 tenth-grade students of Madrasah Aliyah Pembangunan UIN Jakarta. Data were collected using mathematics learning engagement observation sheets, formative tests, interview guidelines, field notes, and documentation. Descriptive statistics and qualitative coding techniques were used, while data trustworthiness was established through triangulation procedures. Main Findings: The findings showed that students' mathematics learning engagement increased from 67.61% in Cycle I to 81.11% in Cycle II. The mean score improved from 5.39 to 6.76, while learning mastery increased from 34.3% to 63.0%. Standard deviation decreased from 2.57 to 1.50. Peer tutoring, handouts, quizzes, challenge tasks, and reward systems supported active participation and improved mathematics achievement. Novelty/Originality of this study: The novelty of this study lies in integrating differentiated teaching with cooperative learning mechanisms supported by peer tutoring, handouts, challenge tasks, quizzes, and reward systems to foster mathematics learning engagement. Unlike previous studies emphasizing achievement outcomes, this study highlights learning engagement as the primary focus while addressing students with diverse academic abilities.