PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP PENINGKATAN MOTIVASI BELAJAR DAN HASIL BELAJAR SISWA PADA MATERI KLASIFIKASI MAKHLUK HIDUP MATA PELAJARAN BIOLOGI DI SMA MUHAMMADIYAH KUPANG

This study aims to determine whether there is an effect of differentiated instruction on learning motivation and student learning outcomes in the topic of living organism classification in Biology at SMA Muhammadiyah Kupang. The population and sample in this study were 10th-grade students, with one class assigned as the control group and one as the experimental group. Data analysis in this study, conducted to determine the effect of the instructional approach on improving learning motivation and learning outcomes through pre-tests and post-tests for these two dependent variables, employed Paired t-Tests. The results obtained in this study indicate that there is an effect of differentiated instruction on improving learning motivation and learning outcomes in the topic of living organism classification in Biology for 10th-grade students at SMA Muhammadiyah Kupang. The experimental group showed significant improvement in both learning motivation and learning outcomes.
Implementation of this approach in the experimental group resulted in a 9.21% increase in learning motivation (from 69.29 to 75.67). The post-intervention motivation score difference reached 12.13 points, elevating the experimental group to the "High" category, while the control group remained in the "Medium" category. For learning outcomes, the experimental group recorded a surge of 31.25 points (from 55.79 to 87.04), compared to a minimal increase of 8.52 points in the control group. Statistical analysis confirmed a highly significant difference (α < 0.05) between the groups, with the difference in learning outcome improvement reaching 22.73 points. This study, involving 22 respondents over the period 14 April – 23 May, confirms that the differentiated approach successfully created an empowering learning climate through personalized experiences while effectively accelerating students' conceptual understanding.