Implementing Differentiated Instruction in Quadrilateral Learning to Support Mathematical Conceptual Understanding
DOI:
https://doi.org/10.26594/jmpm.v11i1.6580Keywords:
differentiated instruction, mathematical conceptual understanding, cognitive style, geometry education, Field Independent, Field DependentAbstract
Developing students' mathematical conceptual understanding in geometry remains challenging because students with different cognitive styles construct concepts through different learning processes, while differentiated instruction has rarely been examined from this perspective. This study investigated the implementation of differentiated instruction in quadrilateral learning and explored the conceptual understanding of Field Independent (FI) and Field Dependent (FD) students. A qualitative descriptive design involved 28 Grade VII-C students. The Group Embedded Figures Test (GEFT) classified cognitive styles, and four participants (two FI and two FD) were selected for in-depth analysis using a conceptual understanding test, semi-structured interviews, and classroom observations. The findings showed that differentiated instruction supported conceptual understanding through learning pathways aligned with students' cognitive characteristics. FI students demonstrated more analytical reasoning, whereas FD students benefited from visual representations, structured worksheets, and teacher scaffolding. These findings extend differentiated instruction research by integrating cognitive style and provide practical guidance for adaptive geometry instruction.
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