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The Effect of Differentiated Learning with Think-Tac-Toe Strategy on Students Learning Outcomes on the Topic of Buffer Solutions (a) Pendidikan Kimia, Universitas Negeri Jakarta, Jalan Rawamangun Muka Raya 11, Ja-karta 13220, Indonesia 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. Keywords: Differentiated Instruction, think-tac-toe learning strategy, learning outcomes, buffer solution Topic: Chemistry |
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