Abstract

Learning motivation becomes one of the fundamental factors in determining students’ academic achievement and engagement in classroom activities. The current study aims at investigating the impact of Differentiated Worksheet in increasing students’ learning motivation through a mixed-method approach with a quasi-experimental design. The participants consisted of 66 eighth-grade students who were divided into an experimental class and a control class. The experimental class was given intervention using Differentiated Worksheet, while the control class received conventional instruction without differentiation. Quantitative data were collected through pre-tests and post-tests to measure students’ academic performance, whereas qualitative data were obtained from classroom observations and short student interviews to explore changes in learning behavior and motivation. The quantitative findings revealed that students in the experimental class showed a significantly higher improvement in post-test scores compared to those in the control class, indicating a positive impact of Differentiated Worksheet on learning outcomes. Qualitative findings further supported these results, showing that students became more engaged, confident, and actively involved in classroom activities. Observations and interview data indicated that Differentiated Worksheet helped students feel more comfortable with learning tasks that matched their levels of ability, thereby increasing their motivation and participation. Thus, the integration of quantitative and qualitative data demonstrates that Differentiated Worksheet is an effective instructional strategy for enhancing students’ learning motivation and supporting academic achievement of various type of students.Keywords: Learning Motivation, Differentiated Worksheet, Differentiated Instruction

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