Developing Polytechnic Students' Understanding of The Concept of Integration Using Differentiated Instruction: A Quasi Experimental Study

Abstract

Students learn in a variety of ways, with some lecturing, others demonstrating/discussing, and some emphasizing principles while others emphasizing applications. As a result, the level of knowledge and prior preparation of a student's learning style is affected. Anti-derivative function is used in a variety of fields, including applied problems in several disciplines. Differentiated instruction is one of the most significant ways for anti-derivative teaching because it encourages teachers to make proactive changes to curricula, teaching methods, resources, and learning activities in order to optimize learning opportunities in the classroom. This study used a quasi-experimental design in which the population was made up of all ND II students taking Calculus for Science (STP 213), and 100 students were randomly sampled. The research instruments were self-developed pre-test and post-test which are validated by experts. The instruments were pilot tested and were found reliable using Cronbach's alpha (α = 0.79). Mean, SD, and t-test were used to statistically analyze the results. The finding shows that differentiated instruction can increase polytechnic students' understanding of integral calculus concepts. In addition, it was observed that gender has a substantial impact on polytechnic students' post-test performance.