Improving Mathematics Learning Outcomes Through Differentiated Learning Based on the Problem-Posing Model

Every student has a unique background, learning style, interests, and abilities. The application of problem-posing model-based differentiated learning is believed to accommodate this diversity. This study aims to describe the method of implementing problem-posing model-based differentiated learning in mathematics instruction and to analyze the improvement in student learning outcomes through its application on the topic of mixed arithmetic operations for third-grade students at SD Negeri 328 Sinunukan, Sinunukan Sub-district, Mandailing Natal Regency, North Sumatra, Indonesia. The research method employed was Classroom Action Research (CAR), conducted in two cycles. Each cycle consisted of the stages of planning, implementation, observation, and reflection. Data collection instruments included observation sheets and test sheets. Data from student test results were analyzed using the formula for average score and the percentage of classical learning mastery; observation data on student and teacher activities were analyzed based on the formula for observation result percentages. The findings indicate improvement in each cycle. In Cycle I, the classical mastery percentage was 52.94% with an average score of 65.88. The results in Cycle II increased to 88.24% with an average score of 91.18. It can be concluded that problem-posing model-based differentiated learning can improve the learning outcomes of students in Class III-A of SD Negeri 328 Sinunukan.