Improving vocational high school students’ mathematics achievement by integrating Differentiated Instruction through Nearpod

Ayu May Lestari; Hery Nugroho

doi:10.66161/708476

Authors

Ayu May Lestari Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Hery Nugroho MTs Mu’allimin Muhammadiyah Yogyakarta, Yogyakarta, Indonesia

DOI:

https://doi.org/10.66161/708476

Keywords:

Differentiated Learning, Gamification, Learning Outcomes, Learning Readiness, Nearpod

Abstract

Education is one of the key aspects that can determine whether a nation advances or not. However, Indonesian students’ learning outcomes in numeracy indicators are still relatively low. Teachers need to prepare new learning strategies and create a learning atmosphere that is enjoyable, creative, and skill oriented. This study aims to describe the effect of integrating differentiated learning through Nearpod on vocational high school students' learning outcomes. The method used is a quasi-experimental design with a pre-experimental one-group pretest-posttest approach. The population consisted of 2,027 students, and the sample included 35 students selected using purposive sampling. Data analysis techniques employed the Independent Sample T-Test. The results showed that the integration of differentiated learning through Nearpod had a significant effect on the learning outcomes of vocational high school students. There was an increase in the average posttest scores of students after receiving mathematics instruction using differentiated learning supported by the gamified Nearpod application. These findings support the importance of integrating differentiated learning through Nearpod to improve student learning outcomes and build quality education

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