IMPLEMENTASI PEMBELAJARAN HUMANISTIK BERDIFERENSIASI DALAM MENGATASI MATH ANXIETY

ABSTRACT Mathematics anxiety (math anxiety) can hinder students’ engagement in learning, particularly when they struggle to understand concepts and solve problems. This study aimed to describe the implementation of an integrated humanistic approach and differentiated instruction in multiplication lessons and to explore students’ responses throughout the learning process. A descriptive qualitative method was employed, involving 13 third-grade students at SD Negeri 7 Tianyar Barat. Data were collected through participatory classroom observation, field notes, documentation, and in-depth interviews with students. The data were analyzed through data condensation, data display, and conclusion drawing and verification. The learning activities involved grouping students according to learning readiness, using concrete materials, incorporating digital media, and providing gradual support through scaffolding. The observation results showed that students’ willingness to ask questions increased from 76.9% in the first meeting to 100% in the third meeting. The engagement of students who required intensive assistance also increased from 69.2% to 100%, while the indicator of conceptual understanding and calculation accuracy reached 92.3%. Interviews revealed that teacher support, group activities, and learning media helped students feel more comfortable during lessons. The study concludes that integrating these two approaches has the potential to support student participation and foster more positive emotional experiences in mathematics learning, although changes in anxiety levels were not directly measured using a specific instrument. ABSTRAK Kecemasan matematika (math anxiety) dapat menghambat keterlibatan siswa dalam pembelajaran, terutama ketika mereka menghadapi kesulitan memahami konsep dan menyelesaikan soal. Penelitian ini bertujuan mendeskripsikan penerapan integrasi pendekatan humanistik dan pembelajaran berdiferensiasi pada materi perkalian serta mengeksplorasi respons siswa selama proses pembelajaran. Penelitian menggunakan metode deskriptif kualitatif dengan melibatkan 13 siswa kelas III SD Negeri 7 Tianyar Barat. Data dikumpulkan melalui observasi kelas partisipatif, catatan lapangan, dokumentasi, dan wawancara mendalam dengan siswa, kemudian dianalisis melalui tahapan kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Pembelajaran dilaksanakan melalui pengelompokan berdasarkan kesiapan belajar, penggunaan benda konkret, pemanfaatan media digital, dan pemberian bantuan bertahap (scaffolding). Hasil observasi menunjukkan bahwa keberanian siswa untuk bertanya meningkat dari 76,9% pada pertemuan pertama menjadi 100% pada pertemuan ketiga. Keterlibatan siswa yang membutuhkan pendampingan intensif juga meningkat dari 69,2% menjadi 100%, sedangkan indikator pemahaman konsep dan ketepatan perhitungan mencapai 92,3%. Wawancara mengungkapkan bahwa dukungan guru, kegiatan kelompok, dan penggunaan media membantu siswa merasa lebih nyaman dalam belajar. Penelitian ini menyimpulkan bahwa integrasi kedua pendekatan berpotensi mendukung partisipasi dan pengalaman emosional yang lebih positif dalam pembelajaran matematika, meskipun penurunan tingkat kecemasan belum diukur secara khusus.