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Dergiler / Journal for the Mathematics Education and Teaching Practices / 2026 / Volume: 7 Issue: 1

The PAPEDA model: Integrating differentiated learning and teaching aids to increase interest in mathematics

Krisye Kloudia Adimin(SMA NEGERI 3 MANOKWARI)0009-0007-0416-0828
Sayfa
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Yayın Tarihi
2026-06-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The study recommends the broad adoption of this model to overcome student boredom in conventional mathematics education and to promote inclusive pedagogical practices.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This study evaluates the effectiveness of the PAPEDA model (Profiling Student Readiness, Alternative Problem-Solving, Process Differentiation, Exploring Understanding, Demonstration with Teaching Aids, and Assessing Achievement) in enhancing mathematics learning interest among 10th-grade students at SMA Negeri 3 Manokwari, West Papua, Indonesia.
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Temel Bulgular & Veri:Through cluster random sampling, 46 students were divided into an experimental group (Class XA, n=23) receiving the PAPEDA model and a control group (Class XB, n=23) receiving conventional instruction.
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Sonuç & Katkı:The study recommends the broad adoption of this model to overcome student boredom in conventional mathematics education and to promote inclusive pedagogical practices.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Differentiated mathematics instruction · Learning interest · Mathematics education

Abstract

This study evaluates the effectiveness of the PAPEDA model (Profiling Student Readiness, Alternative Problem-Solving, Process Differentiation, Exploring Understanding, Demonstration with Teaching Aids, and Assessing Achievement) in enhancing mathematics learning interest among 10th-grade students at SMA Negeri 3 Manokwari, West Papua, Indonesia. The model was specifically developed to address low student engagement in abstract mathematical topics. Utilizing a true experimental design with a posttest-only control group was employed. Through cluster random sampling, 46 students were divided into an experimental group (Class XA, n=23) receiving the PAPEDA model and a control group (Class XB, n=23) receiving conventional instruction. Data were collected using a learning interest questionnaire that demonstrated high internal consistency (Cronbach’s Alpha = 0.87). Independent samples t-test results revealed a significant difference between the two groups (t = 4.21, p < 0.05), with the experimental group achieving a higher mean interest score (85.6) compared to the control group (72.3). Furthermore, the analysis yielded a very large effect size (d = 1.82$), indicating that the integration of differentiated learning and teaching aids within the PAPEDA model had a substantial practical impact. The PAPEDA model effectively fosters an inclusive and concrete learning environment, transforming students' perceptions of mathematics into a more enjoyable and interactive experience. The study recommends the broad adoption of this model to overcome student boredom in conventional mathematics education and to promote inclusive pedagogical practices.

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Bu Makaleye Atıf Yap

Adimin, K. K. (2026). The PAPEDA model: Integrating differentiated learning and teaching aids to increase interest in mathematics. Journal for the Mathematics Education and Teaching Practices, Volume: 7 Issue: 1. https://doi.org/10.5281/zenodo.21054462

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Kaynakça (11)

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