Improving Student Learning Outcomes through Differentiated Learning and Adversity Intelligence

Abstract

This study aimed to determine the impact of differentiated Learning and Adversity Intelligence on the improvement of student learning outcomes. This investigation employs a quantitative approach and a 2x2 factorial design. The research sample comprised of 100 class X students out of SMKN 1 Keramat Watu’s total population of 200 students. The quantity of research samples was determined using the random sampling technique. Assessments of learning outcomes and adversity intelligence questionnaires are data collection instruments. Students are administered two types of assessments to acquire data. Fo = 7.911 and Sig = 0.005 0.05 indicated significant differences in the effect of differentiated learning on student learning outcomes with adversity intelligence. In addition, differentiated learning is more influential than CTL, as demonstrated by the scores, which ranged from 64.00 for a group of 30 students to 59.47 for a group of 20 students using differentiated learning and/or having low adversity intelligence. Differentiated learning allows students to investigate their unique abilities.

The effect of Learning Method and Adversity Intelligence on Student Learning Outcomes

“…The second hypothesis posits that there exists a disparity in student learning outcomes based on the level of adversity intelligence, distinguishing between high and low levels. The results of this study align with the findings of (Akbar & Nurhidayati, 2018;Hidayat et al, 2023;Safi'i et al, 2021;Samsilayurni et al, 2021;Tiara et al, 2023), indicating that adversity intelligence has the potential to enhance student learning outcomes. Adversity intelligence is an essential form of intelligence for pupils.…”