Effect of Differentiation Learning Strategies on Student Learning Results

Sitorus, Parlindungan; Simanullang, Eka Notasya; Manalu, Andriono; Laia, Indah Septa Ayu; Herman, Herman; Nainggolan, Juliper

doi:10.29303/jppipa.v8i6.2114

Cited by 9 publications

(9 citation statements)

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“…The primary premise of this study pertains to the investigation of potential disparities in learning approaches and their impact on the learning outcomes of students. Table 5 reveals variations in methods of learning and their impact on learning outcomes, which aligns with the findings of previous study conducted (Arwaty & Lullulangi, 2022;Fauziyati, 2020;Salar & Turgut, 2021;Sitorus et al, 2022), have shown that the use of differentiation learning and discovery learning approaches leads to enhanced student learning results. Learning outcomes refer to the observable changes in student behaviour that take place as a result of engaging in learning activities.…”

Section: Resultssupporting

confidence: 86%

The effect of Learning Method and Adversity Intelligence on Student Learning Outcomes

Hidayat,

Ruhiyat,

Anriani

2024

ideguru

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Learning outcomes are fundamental elements in education that shape the direction of learning experiences and provide a concrete path for academic success. This study aims to determine the influence of adversity intelligence and learning approaches on student learning results. This study employs a factorial design, specifically a 2 x 2 factorial design. The target population and sample for this research consist of Class XI students enrolled at SMKN 1 Keramatwatu during the 2023/2024 academic year. The research sample consisted of one hundred class XI pupils, selected from a total population of two hundred individuals. This research employed random sampling procedures to achieve the appropriate sample size for their investigation. The research findings indicate that there are notable disparities in the impact of learning methods on student learning outcomes (F = 7.911 and Sig. value = 0.005 <0.05). Additionally, there are significant variations in the influence of adversity intelligence on student learning outcomes (F = 7.922 and Sig. value = 0.001 < 0.05). Furthermore, there is a significant interaction effect between learning methods and adversity intelligence on student learning outcomes. This study demonstrates that educators has the capacity to employ a wide range of effective teaching methodologies in order to enhance students' learning outcomes. In addition, educators have the capacity to evaluate students' resilience and adaptation in both academic and non-academic settings.

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Section: Resultssupporting

confidence: 86%

The effect of Learning Method and Adversity Intelligence on Student Learning Outcomes

Hidayat,

Ruhiyat,

Anriani

2024

ideguru

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“…Table 5 also shows that a two-way ANOVA test reveals a significant difference in the effects of differentiated learning on the learning outcomes of students with adversity intelligence, with Fo = 7.911 and Sig = 0.005<0.05. This agreed with what Sitorus et al (2022) had discovered. Because it encourages students to actively seek knowledge in accordance with their own learning styles, this differentiated learning model has a substantial impact on enhancing learning outcomes.…”

Section: Ppsdp Internationalsupporting

confidence: 92%

“…Preliminary research shows that many teachers at SMKN 1 Keramat Watu still use the conventional teaching method, and many students struggle to finish the subject assignments given by the teacher, all of which indicate that student learning outcomes at the school are still below the minimum completeness criteria set by subject teachers. Differentiated learning has been found to significantly enhance students' learning outcomes in previous studies (Sitorus et al, 2022). This research also shows how students with high adversity intelligence fare in terms of grades, autonomy in the classroom, and desire to succeed (Safi'i et al, 2021).…”

Section: A Introductionsupporting

confidence: 64%

Improving Student Learning Outcomes through Differentiated Learning and Adversity Intelligence

Hidayat,

Ruhiyat,

Anriani

2023

PIJED

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This study aimed to determine the impact of differentiated Learning and Adversity Intelligence on the improvement of student learning outcomes. This investigation employs a quantitative approach and a 2x2 factorial design. The research sample comprised of 100 class X students out of SMKN 1 Keramat Watu’s total population of 200 students. The quantity of research samples was determined using the random sampling technique. Assessments of learning outcomes and adversity intelligence questionnaires are data collection instruments. Students are administered two types of assessments to acquire data. Fo = 7.911 and Sig = 0.005 0.05 indicated significant differences in the effect of differentiated learning on student learning outcomes with adversity intelligence. In addition, differentiated learning is more influential than CTL, as demonstrated by the scores, which ranged from 64.00 for a group of 30 students to 59.47 for a group of 20 students using differentiated learning and/or having low adversity intelligence. Differentiated learning allows students to investigate their unique abilities.

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“…Differentiation in education can be regarded as a response to student diversity by adapting both teaching and assessment. The goal is to offer appropriate and relevant opportunities for all students, enabling them to develop their potential optimally and maximize their success in learning (Eikeland & Ohna, 2022;Sitorus et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Pangestu,

Firdaus

2024

j. ilm. sekol. dasar

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Collaboration skills are important. Therefore, group learning needs to be held for hands-on experience that results in understanding and effective learning methods. This study aims to analyze the effect of project model differentiated learning on students' collaboration skills in grade V elementary school in science subjects. This type of research is a quasi-experiment with a one-group pretest-posttest design. The sampling technique used was the saturated sampling technique with 26 students. The research instruments used in the form of learning style questionnaires, observation sheets of the learning process in the classroom, and observation sheets to measure student collaboration skills consist of initial and final observation sheets. Data analysis used in this research is descriptive analysis technique and inferential analysis technique with Paired Sample t Test. Before the hypothesis test, the prerequisite test includes the normality test and homogeneity test. The average collaboration skills of grade V students before being given treatment using the differentiated learning project model were none in the Very High category, 9.99% in the High category, 70.76% in the Medium category, and 19.76% in the Low category. After being given treatment using a differentiated learning project model, there were 9.23% in the Very High category, 59.23% in the High category, 31.54% in the Moderate category, and none in the Low category. Furthermore, data processing is carried out with t-value ≥ critical t-value (39.034 > 2.05954), which indicates that there is a positive effect of the differentiated learning project model on student collaboration skills in grade V elementary school.

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Effect of Differentiation Learning Strategies on Student Learning Results

Cited by 9 publications

References 0 publications

The effect of Learning Method and Adversity Intelligence on Student Learning Outcomes

The effect of Learning Method and Adversity Intelligence on Student Learning Outcomes

Improving Student Learning Outcomes through Differentiated Learning and Adversity Intelligence

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

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