The Effect of Differentiated Learning with Think-Tac-Toe Strategy on Students’ Learning Outcomes on the Topic of Buffer Solutions

DOI

10.2991/978-94-6463-624-6_20How to use a DOI?

Keywords

Differentiated Instruction; think-tac-toe learning strategy; learning outcomes; buffer solution

Abstract

The new curriculum in Indonesia known as Kurikulum Merdeka, emphasizes the importance of differentiated learning. This approach develops learning according to the needs of students who have a diversity of ability levels and different learning styles and interests. This study aims to determine the effect of a think-tac-toe strategy on students’ learning outcomes on buffer solution topics. The design of this study was a posttest-only control group design. The sample was randomized using the cluster random sampling technique to be selected as the experimental and control groups. The sample consisted of 66 students from XI classes at SMAN 55 Jakarta. Students were given a VARK learning style questionnaire to identify their learning styles. Student learning outcomes were obtained from a buffer solution post-test of 20 multiple-choice. Post-test data of experimental and control groups were analyzed with the Mann-Whitney U test, which showed significant differences in learning outcomes (Sig = 0.001; < 0.05). Similar results were also shown in the comparison by students of visual groups (P = 0.004; < 0.05) and reading groups (P = 0.019; < 0.05; d = 1.388) using the independent t-test. The students of auditory groups also showed significant differences analyzed by the Mann-Whitney U test (Sig = 0.004; < 0.05). Nevertheless, no significant difference was observed in the students of kinesthetic groups analyzed using the independent t-test (P = 0.08; > 0.05). These results indicate that the think-tac-toe learning strategy effectively improves student learning outcomes.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Elma Suryani
AU  - Muthiah Nur Azzahra
AU  - Achmad Ridwan
PY  - 2024
DA  - 2024/12/26
TI  - The Effect of Differentiated Learning with Think-Tac-Toe Strategy on Students’ Learning Outcomes on the Topic of Buffer Solutions
BT  - Proceedings of the 4th Science and Mathematics International Conference (SMIC 2024)
PB  - Atlantis Press
SP  - 230
EP  - 238
SN  - 2352-541X
UR  - https://doi.org/10.2991/978-94-6463-624-6_20
DO  - 10.2991/978-94-6463-624-6_20
ID  - Suryani2024
ER  -