Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills

Kharisma  Sofiana; Christine Wulandari  Suryaningrum; Fatqurhohman Fatqurhohman

doi:10.47435/jtmt.v6i2.4184

Kharisma Sofiana Universitas Muhammadiyah Jember
Christine Wulandari Suryaningrum Universitas Muhammadiyah Jember
Fatqurhohman Fatqurhohman Universitas Muhammadiyah Jember

DOI: https://doi.org/10.47435/jtmt.v6i2.4184

Keywords: PBL, Differentiated Learning, Higher Order Thinking.

Abstract

This study aims to develop higher-order thinking skills (HOTS) in tenth-grade students by implementing the Problem-Based Learning (PBL) model combined with differentiated learning according to each student's learning style. Based on initial observations, most students are still at a low level of thinking, tend to rely on memorization, and experience difficulties in analyzing, evaluating, and formulating solutions. The PBL model was chosen because it is able to develop HOTS by presenting real-world problems at the beginning of the lesson as a motivational trigger and context for in-depth investigation. This approach is combined with diverse learning that meets the needs of visual, auditory, and kinesthetic learners. The study was conducted in several cycles, where in the first cycle the learning was designed according to PBL syntax and learning styles, complete with relevant media. Although student engagement increased, some students, especially those with auditory and kinesthetic learning styles, still experienced difficulties in working on HOTS problems. The final results showed significant improvements: 84% of students successfully completed HOTS problems based on analysis and logic, 89% were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM). This study concludes that the combination of PBL and differentiated learning is effective in improving students' HOTS, self-confidence, and collaboration skills, making it worthy of being implemented in a more comprehensive manner.

Downloads

Download data is not yet available.

References

Ainiyah Melani Firdaus, A. M. B. (2022). STRATEGI PEMBELAJARAN BERDIFERENSIASI UNTUK MENGATASI KEBERAGAMAN TINGKAT KETANGGAPAN SISWA – SISWI DI UPT SDN 25 GRESIK. 08, 2135–2147.

Almujab, S. (2023). PEMBELAJARAN BERDIFERENSIASI: PENDEKATAN EFEKTIF DALAM MENJAWAB KEBUTUHAN DIVERSITAS SISWA. Oikos: Jurnal Kajian PendidikanEkonomi Dan Ilmu Ekonommi.

Annury, M. N. (2018). Peningkatan Kompetensi Profesional Guru melalui Penelitian Tindakan Kelas. 18, 177–194.

Atikah, I., Ali, M., & Firmansyah, R. (2024). Penerapan Strategi Diferensiasi Konten dan Proses Pada Gaya Belajar Berbasis Model Problem Based Learning. 2, 1–11.

Chantika, H. B., Hanim, W., & Hasanah, U. (2024). Teori Pembelajaran Berdiferensiasi dan Pengaruhnya dalam Mengidentifikasi Gaya Belajar Peserta Didik Sekolah Dasar. 4, 13896–13907.

Eneng Mardiana, Z. N. A. W. K., & Sofyan Iskandar. (2024). KARAKTERISTIK DAN PERAN GURU SEBAGAI FASILITATOR PEMBELAJARAN ABAD 21 DI SEKOLAH DASAR. 09.

I. M. C. Wibawa, N. W. Rati, B. R. Werang, J.-B. D. (2024). Jurnal Pendidikan IPA Indonesia INCREASING SCIENCE LEARNING MOTIVATION IN ELEMENTARY SCHOOLS : INNOVATION WITH INTERACTIVE LEARNING VIDEOS BASED ON PROBLEM BASED LEARNING. 13(3), 504–513. https://doi.org/10.15294/jpii.v13i3.6049

Ignatia Ari Sayekti, Dewa Gede Bambang Erawan, N. W. S. (2025). IMPLEMENTASI MODEL PJBL DENGAN PENDEKATAN TPACK UNTUK MENINGKATKAN MOTIVASI DAN KETERAMPILAN BERMAIN PERAN SISWA KELAS XI-8 SMA NEGERI 8 DENPASAR. September, 301–311.

Komarayanti, S. (2023). Implementasi Pembelajaran Diferensiasi dengan Model PBL untuk Meningkatkan Literasi Sains Siswa Kelas X . 2 SMAN Rambipuji. 1–11.

Laili, L. A., Swastika, A., & Kholid, M. N. (2024). Jurnal of Tadris Matematika ( JTMT ) Submission Track : Copyright © 2024 Luthfiana Aditya Laili , Annisa Swastika *, Muhammad Noor Kholid This work is licensed under a Creative Commons Attribution-ShareAlike 4 . 0 International License Jurnal of Tadris Matematika ( JTMT ). 5(2), 138–150. https://doi.org/10.47435/jtmt.v5i2.3143.Submission

Muliatmika, I. W. P., Sukendra, I. K., & Suwiasa, I. W. (2024). UPAYA PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING ( PBL ) PADA SISWA KELAS X . E1 SMA NEGERI 6 DENPASAR. 25(1), 60–72. https://doi.org/10.59672/widyadari.v25i1.3654

Na’imatul Jannah, M. F. S. (2024). Problem-based blended learning: The student’s critical thinking skills in the respiratory system material. 17(2), 350–360.

Naibaho, D. P. (2023). Strategi Pembelajaran Berdiferensiasi Mampu Meningkatkan Pemahaman Belajar Peserta Didik. 1(2).

Notalia, V. (2023). Implementasi Pembelajaran Berdiferensiasi Model PBL untuk Meningkatkan Hasil Belajar Siswa SMA Negeri 2 Palembang PPG Prajabatan Universitas PGRI Palembang Guru SMA Negeri 2 Palembang. 04, 10–22.

Nur Intang, Elpisah, H. (2025). Applying Differentiated Instruction to Enhance Student Engagement and Learning Outcomes in Integrated Social Studies in Junior High School. May. https://doi.org/10.62951/ijsie.v2i1.142

Saiful Fajar Dwi Ananda, A. N. M. F. (2022). PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA. 9(2), 390–403.

Sastra Wijaya, Mohammad Syarif Sumantri, N. N. (2022). IMPLEMENTASI MERDEKA BELAJAR MELALUI STRATEGI PEMBELAJARAN TERDIFERENSIASI DI SEKOLAH DASAR. 08.

Savery, J. R. (2006). Overview of Problem-based Learning : Definitions and Distinctions. 1(1).

Sitorus, P., Sitinjak, E. K., Lafau, B., Studi, P., Fisika, P., & Medan, N. (2023). PENGARUH STRATEGI PEMBELAJARAN BERDIFERENSIASI MELALUI PROBLEM-BASED LEARNING TERHADAP HASIL. 13(2), 179–189.

Sukmaningthias, N., Sari, N., & Pratiwi, W. D. (2024). Jurnal of Tadris Matematika ( JTMT ) Development of Diagnostic Assessment to Identify Students ’ Problem-Solving Abilities In Terms of Interest In Learning Mathematics Submission Track : Copyright © 2024Novika Sukmaningthias *, Novita Sari , Weni Dwi Pratiwi This work is licensed under a Creative Commons Attribution-ShareAlike 4 . 0 International License . Jurnal of Tadris Matematika ( JTMT ). 5(2), 116–127. https://doi.org/10.47435/jtmt.v5i2.3249

Suryani, Y., Nurjannah, N., Iskandar, I. T., Rokayah, O., & Prasetyo, I. U. (2023). PENERAPAN LESSON STUDY DENGAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS Penerapan Lesson Study dengan Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMK Negeri 2 Kuningan pada kelas X Manajemen Perkantoran dan Layanan pembelajaran . Selain hasil pembelajaran yang diperoleh kurang optimal , siswa yang berada Tingkat Tinggi Rata-rata. 20(01), 37–44.

Suryaningrum, C. W., Farindra, A., Rini, M., & Agustina, Lady. (2023). Meningkatkan Kemampuan Representasi Semiotik Siswa Dengan Metode Guided Discovery Learning Improving Students ’ Semiotic Representational Ability with Guided Discovery Learning Method. 8(1).

Tasya Arsyada, Paramita Cahyaningrum Kuswandi, K. N. (2025). Development of Google Sites Problem-Based Learning Differentiated on Biodiversity Materials to Improve Students Interest and Concept Understanding. 13(4), 1228–1240.

Taufiqur Rahman, S. R. (n.d.). Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas. 192–202. https://doi.org/10.35316/jpii.v4i2.198

Widayati, A. (2008). PENELITIAN TINDAKAN KELAS. VI(1), 87–93.