Analysis of Differentiated Learning Based on Kinesthetic Learning Styles in Mathematics Education

Abstract

This study aims to analyze the implementation of differentiated learning based on kinesthetic learning styles in mathematics instruction on the topic of sets for seventh-grade students at MTs Darul Mukhlisin Jember. The study employed a qualitative descriptive approach involving 14 students as research subjects, of whom 6 students were identified as having kinesthetic learning styles. Data were collected through questionnaires, documentation, and student reflections. The learning process was conducted through four trial sessions using a set board as instructional media. The results of the study indicate that differentiated learning based on kinesthetic learning styles can enhance student participation and help students understand the concept of sets more effectively. Furthermore, the findings from the learning trials demonstrated a gradual improvement in students’ understanding of set concepts. Students appeared to be more actively engaged in the learning activities through hands-on manipulation of learning media and group discussions. Student reflections also revealed that the learning process became more interesting and easier to understand. Therefore, differentiated learning based on kinesthetic learning styles can serve as an alternative mathematics teaching strategy that is relevant for helping students comprehend abstract concepts more effectively.