The PAPEDA model: Integrating differentiated learning and teaching aids to increase interest in mathematics
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.
Keywords
- Differentiated mathematics instruction
- Learning interest
- Mathematics education
- PAPEDA model
- Teaching aids
Supporting Institution
References
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Details
Primary Language
English
Subjects
Mathematics Education
Journal Section
Teaching Practice
Authors
Early Pub Date
June 11, 2026
Publication Date
June 30, 2026
Submission Date
June 5, 2025
Acceptance Date
March 18, 2026
Published in Issue
Year 2026 Volume: 7 Number: 1