Implementation of Differentiated Learning to Improve Students’ Numeracy Skills in the Merdeka Curriculum

Abstract

Low numeracy achievement among elementary school students remains a major challenge in the implementation of the Merdeka Curriculum in Indonesia. One of the contributing factors is the use of teacher-centered learning approaches that do not adequately accommodate students’ diverse learning needs and abilities. Therefore, differentiated learning is considered a promising strategy to improve students’ numeracy skills through flexible and student-centered instruction. This study aimed to analyze the effectiveness of differentiated learning implementation in improving elementary school students’ numeracy skills within the Merdeka Curriculum framework. The study employed a quasi-experimental method using a pretest-posttest control group design. The participants consisted of 60 fifth-grade students divided into an experimental group and a control group. Data were collected through numeracy tests, classroom observations, and documentation. The data were analyzed using descriptive statistics, N-gain analysis, normality and homogeneity tests, paired sample t-tests, and independent sample t-tests. The findings revealed that students in the experimental group achieved significantly higher numeracy improvement compared to the control group, with a high N-gain category. Differentiated learning enhanced students’ mathematical reasoning, contextual problem-solving, participation, and learning motivation. In conclusion, differentiated learning effectively improves elementary school students’ numeracy skills and supports the student-centered principles of the Merdeka Curriculum.