Mengembangkan Motivasi Belajar Siswa melalui Strategi Pembelajaran Berdiferensiasi: Sebuah Kajian Pembelajaran dalam Perspektif Pedagogik-Filosofis

Handiyani, Mila; Muhtar, Tatang

doi:10.31004/basicedu.v6i4.3116

Cited by 24 publications

(25 citation statements)

References 11 publications

(11 reference statements)

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“…From the description above, it can be concluded that the results of implementing differentiated learning through play activities in early childhood through play have succeeded in facilitating the development of cognitive, affective, and psychometric aspects of early childhood optimally (Handiyani & Muhtar, 2022). The results achieved from the implementation of differentiated learning through play activities are in accordance with the program objectives, both in the form of general goals and special objectives.…”

Section: Implementation Of Differentiated Learning Through Playing Ac...mentioning

confidence: 78%

“…The characteristics or characteristics of differentiated learning include (Faiz et al, 2022); the learning environment invites students to learn, the curriculum has clearly defined learning objectives, there is an ongoing assessment, teachers respond to or respond to student learning needs, and effective classroom management (Handiyani & Muhtar, 2022). Examples of classes that apply differentiated learning are when the teacher's learning process uses various ways so that students can exploit the curriculum content, the teacher also provides a variety of activities that make sense so that students can understand and have information or ideas, and the teacher provides a variety of options where students can demonstrate what they learn (Lestariningrum, 2022).…”

Section: Introduction *mentioning

confidence: 99%

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Implementation of Differentiated Learning Through Play Activities in Early Childhood

Astuti

Afendi²

2022

eduline j. educ. learn. innov.

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This study aims to determine the activities of teachers in the implementation of differentiated learning through play activities in early childhood. This study uses a qualitative approach with a descriptive method. The instrument used is an observation sheet to observe the actions of teachers and students. Written guidelines and observations serve as research tools and these are processed through observation, interviews, and documentation. Data analysis is organizing data, presenting data, and drawing conclusions. This study was conducted in a kindergarten school. The school was chosen because the researcher is one of the school's teachers, thus facilitating the research process. This study is field research, so the information reviewed in this article is data that occurred at the research location. The results of this study indicate that the process of planning differentiated learning through play activities in early childhood has been carried out following the rules of learning planning in Early Childhood Education Programs (ECEP). Implementing differentiated learning through play activities in early childhood follows the principles of child development. Differentiated learning through play activities in early childhood has succeeded in optimizing aspects of children's cognitive, affective, and psychomotor development. It is proven from the results of the evaluation reports given by the school to the parents of students showing that the aspects of student development have developed well. This is also reinforced by reports from parents of students that there is a significant improvement in the development of children at home. The assessment is carried out by the teacher using instruments prepared by the school.

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Section: Implementation Of Differentiated Learning Through Playing Ac...mentioning

confidence: 78%

Section: Introduction *mentioning

confidence: 99%

Implementation of Differentiated Learning Through Play Activities in Early Childhood

Astuti

Afendi²

2022

eduline j. educ. learn. innov.

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“…The relationship between teachers and students becomes stronger and stronger with this differentiated learning, so that students become enthusiastic about learning. Apart from that, being able to differentiate learning helps students to be more confident and independent and explore students' potential and abilities (Marlina, 2019;Handiyani, & Muhtar, 2022;Kamalia, 2023).…”

Section: Figure 3 Elements Learningmentioning

confidence: 99%

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

Kobi,

Mardin,

Pratama

2023

j. mattawang

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The aim of this service activity is to increase the understanding of teachers at SMA Negeri 1 Tibawa regarding the implementation of differentiated learning. Differentiated learning is an attempt to adapt the learning process in the classroom to meet the individual learning needs of each student. It is important for differentiated learning to be implemented in schools, especially in schools selected as driving schools, so activities were carried out to increase teacher capacity in terms of implementing differentiated learning through workshop activities which were attended by all teachers from SMA Negeri 1 Tibawa, Gorontalo Province. Tibawa State High School 1 is one of the driving schools which has been running for the last 2 years since 2022. Service activities use lecture, discussion and games methods as well as active participation from the participants. There were 46 participants who took part in this activity, all of whom were teachers from the Tibawa 1 State High School (SMA), Gorontalo Regency. This service activity had a very positive impact on the participants who took part in this activity, the participants were very enthusiastic and increased the participants' understanding regarding the implementation of differentiated learning in the classroom.

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“…Diantara upaya agar tercapainya tujuan pembelajaran yaitu mengerti akan bagaimana siswa belajar dan bagaimana keberhasilan guru dalam proses mengajarkan peserta didiknya. Handiyani, (2022) menejelaskan proses pendidikan harus diorientasikan pada upaya dalam mengembangkan potensi peserta didik sebagai individu yang memiliki karakteristik perbedaaan unik antara satu dengan lainnya. Maka itu pembelajaran mempunyai komitmen untuk melahirkan potensi usaha manusia yang bernilai dan memyiapakn peserta didik untuk menjadi harapan untuk masa depan yang berkompeten, memiliki kemandirian, berfikir kritis dan memiliki kreativitas dan bisa menangani masalah yang timbul.…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Kooperatif Tipe STAD dengan Pendekatan SAVI dan Motivasi Belajar Terhadap Hasil Belajar PPKn

et al. 2022

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Pembelajaran PPKn dengan Kurikulum 2013 mempunyai visi, misi, dan tujuan yang baru dan jelas sesuai dengan perkembangan zaman dan tantangan global dalam kehidupan bermasyarakat, berbangsa dan bernegara di era milenium abad ke-21. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar, motivasi belajar yang tinggi, rendah PPKn antara model pembelajaran kooperatif tipe STAD dengan pendekatan SAVI dengan model konvensional, dan untuk mengetahui interaksi model kooperatif Tipe STAD dengan pendekatan SAVI dengan motivasi pada hasil belajar. bentuk penelitian ini adalah menggunakan metode penelitian kuantitatif Quasi experimental design (eksperimen semu). Penelitian ini memakai dua kelas sampel, yaitu kelas kontrol dan kelas eksperimen. Pada kelas eksperimen diberi perlakuan dengan menggunakan model cooperatif tipe STAD dengan pendekatan SAVI. Sedangkan pada kelas kontrol tanpa menggunakan cooperatif tipe STAD dengan pendekatan SAVI dalam pembelajaran. Penilaian yang diberikan adalah penilaian test baik dikelas eksperimen maupun kelas kontrol. Hasil penelitian menjukan bahwa nilai Fhitung = 3,59 > Ftabel ( = 0,05) =3,30. Hal itu berarti bahwa Ho ditolak dan H1 diterima. Sedangkan Hasil pengujian korelasi berdasarkan perhitungan ANAVA di atas tampak bahwa nilai F hitung = 9,20 > F tabel ( = 01) = 5,34. Hal tersebut berarti Ho ditolak dan H1 diterima, dengan demikian hipotesis yang menyatakan terdapat korelasi antara pemberian bentuk teknik pembelajaran dengan dorongan motivasi belajar adalah terbukti sangat signifikan.

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Mengembangkan Motivasi Belajar Siswa melalui Strategi Pembelajaran Berdiferensiasi: Sebuah Kajian Pembelajaran dalam Perspektif Pedagogik-Filosofis

Cited by 24 publications

References 11 publications

Implementation of Differentiated Learning Through Play Activities in Early Childhood

Implementation of Differentiated Learning Through Play Activities in Early Childhood

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

Pengaruh Model Pembelajaran Kooperatif Tipe STAD dengan Pendekatan SAVI dan Motivasi Belajar Terhadap Hasil Belajar PPKn

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