Efektivitas Pembelajaran Berdiferensiasi Berbantuan Articulate Storyline 3 dalam Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar

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Published Apr 30, 2025
https://doi.org/10.62491/njpi.2025.v5i2-7
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Vol. 5 No. 2 (2025)

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Melisa Putri Febriyanti
Universitas PGRI Adi Buana Surabaya, Indonesia
https://orcid.org/0009-0002-4487-9697
Nur Humairo
Sekolah Dasar Negeri Kebraon II Surabaya, Indonesia
Pebriani Rahmawati
Universitas PGRI Adi Buana Surabaya, Indonesia
https://orcid.org/0009-0001-5780-5702
Like Dewi Karlingga
Universitas PGRI Adi Buana Surabaya, Indonesia
https://orcid.org/0009-0009-7110-8709
Imarotul Maghfiroh
Universitas PGRI Adi Buana Surabaya, Indonesia
Nabila Tazkiyyatul Afifah
Universitas PGRI Adi Buana Surabaya, Indonesia
https://orcid.org/0009-0000-4790-307X
Nila Alhidayah
Universitas PGRI Adi Buana Surabaya, Indonesia
https://orcid.org/0009-0008-4391-620X
Apri Irianto
Universitas PGRI Adi Buana Surabaya, Indonesia
Laila Zulfiatus Sholichah
Sekolah Dasar Negeri Kebraon II Surabaya, Indonesia

Abstract

Purpose – This study aims to analyze the application of differentiated learning assisted by Articulate Storyline 3 media in improving mathematics learning outcomes of class IIIA students at SDN Kebraon II Surabaya. The main problem faced is the low interest and learning outcomes of students in mathematics subjects, so that innovative learning strategies are needed and in accordance with the individual needs of students.
Method – This study employed a Classroom Action Research (CAR) method with two cycles conducted in SDN Kebraon II Surabaya. Data was collected through learning outcome tests. Data analysis was conducted using descriptive quantitative methods to observe improvements in student learning outcomes from the pre-cycle to cycle 2, complemented by Wilcoxon Signed Rank Test to assess statistical significance.
Findings – The results showed that the application of differentiated learning assisted by Articulate Storyline 3 can improve student learning outcomes. The student’ average score increased from 51.92 (pre-cycle) to 70 (cycle 1) and 83.02 (cycle 2). The Wilcoxon Signed Rank Test revealed significant differences between pre-cycle and cycle 1 scores (p = 0.000 ? 0.05), as well as between cycle 1 and cycle 2 scores (p = 0.000 ? 0.05), confirming a statistically significant improvement.
Research Implications – This study suggests that teachers should integrate interactive media Articulate Storyline 3 in differentiated learning to enhance engagement and learning outcomes. However, this study was limited to a small sample size of 26 students, and further research is needed to explore long-term effects on different student demographics.

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How to Cite
Putri Febriyanti, M., Humairo, N., Rahmawati, P., Karlingga, L. D., Maghfiroh, I., Afifah, N. T., Alhidayah, N., Irianto, A., & Zulfiatus Sholichah, L. (2025). Efektivitas Pembelajaran Berdiferensiasi Berbantuan Articulate Storyline 3 dalam Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar. Nusantara: Jurnal Pendidikan Indonesia, 5(2), 342–357. https://doi.org/10.62491/njpi.2025.v5i2-7
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