Media Digital Interaktif Berbasis Smartphone dalam Pembelajaran Matematika: Tinjauan Kritis Literatur
DOI:
https://doi.org/10.66031/smarth.v2i2.700Keywords:
Differentiated Instruction, Learning Response, Adaptive Pedagogy, Mathematics EducationAbstract
Pembelajaran matematika menghadapi keragaman kesiapan dan kebutuhan peserta didik yang menuntut respons pedagogis adaptif. Kajian ini bertujuan menganalisis secara kritis efektivitas pembelajaran berdiferensiasi terhadap keterlibatan dan hasil belajar matematika serta mengidentifikasi kondisi yang menentukan keberhasilannya. Kajian dilakukan melalui telaah literatur terhadap penelitian mengenai diferensiasi, asesmen kesiapan matematis, keterlibatan, hasil belajar, dan implementasinya. Hasil kajian menunjukkan bahwa asesmen menjadi fondasi diferensiasi ketika hasilnya diterjemahkan ke dalam keputusan tentang tingkat tantangan, tugas, scaffolding, dan pengelompokan. Bukti empiris lebih konsisten menunjukkan kecenderungan positif pada hasil belajar matematika, sedangkan bukti mengenai keterlibatan masih terbatas dan belum konsisten mengukur keterlibatan kognitif. Efektivitas diferensiasi dipengaruhi kompetensi guru, kualitas desain pembelajaran, pengelolaan kelas, sumber belajar, dukungan kelembagaan, dan pemanfaatan teknologi. Diferensiasi lebih tepat diposisikan sebagai kerangka pengambilan keputusan pedagogis adaptif daripada sekadar variasi aktivitas. Efektivitasnya bersifat kondisional dan bergantung pada keselarasan asesmen, kebutuhan peserta didik, desain tugas, dukungan, keterlibatan kognitif, dan tujuan matematis.
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Data Availability Statement
All data generated or analyzed during this study are included in this published article. Additional datasets are available from the corresponding author upon reasonable request.
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Copyright (c) 2026 Vina Homaidatin, Putri Wulandari, Siti Rofikoh, Gita Octavia Ramadhani, Rani Oktavia Herli, Arini Nabila Zakkiatun Nisa’i, Yayuk Ernawati, Fatqurhohman (Author)
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