This study aimed to develop and evaluate a differentiated mathematics learning model based on students' learning style characteristics, namely visual, auditory, and kinesthetic, referred to as the DiMaLS Model. Employing a Research and Development (RD) approach, the model was developed into five stages: investigation, design, development, evaluation, and implementation. The study was conducted during the 2024/2025 academic year with seventh-grade students from three A-accredited junior high schools in Kotabaru, Indonesia. Data were collected through expert validation, classroom observations, questionnaires, and pretest–posttest assessments using a Pretest–Posttest Control Group Design. Descriptive and inferential statistical analyses, including N-gain analysis and independent-samples t -tests, were performed. The findings indicate that the DiMaLS Model is valid, practical, and effective. Expert validation results showed a very high level of validity, teacher and student responses were highly positive, and classroom implementation was consistently strong. Moreover, students taught using the DiMaLS Model achieved significantly higher learning outcomes than those receiving conventional instruction. These results demonstrate that differentiated mathematics instruction based on learning styles can enhance student engagement, conceptual understanding, and overall learning outcomes, supporting its broader implementation in junior high school mathematics education.
Adawiah et al. (Wed,) studied this question.