Pengaruh Strategi Pembelajaran Berdiferensiasi terhadap Hasil Belajar Peserta Didik Kelas VIII SMP Negeri 2 Manduamas

Sitorus, Parlindungan; Herman, Herman; Sigiro, Mula; Simanullang, Eka Notasya; Laia, Indah Septa Ayu

doi:10.54371/jiip.v5i8.768

Cited by 12 publications

(12 citation statements)

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“…Hasil sosialisasi terkait pembelajaran berdiferensiasi di atas, sejalan dengan yang diungkapkan oleh Laia, et al (2022)…”

Section: Sosialisasi Pembelajaran Berdiferensiasiunclassified

Pendampingan Guru Sekolah Dasar Dalam Pelaksanaan Pembelajaran Berdiferensiasi pada Komunitas Belajar Kelompok Kerja Guru Di Kota Palangka Raya

Eshariyani,

Ernawatie,

Berliani

et al. 2023

Pengabdianmu J Ilmiah Pengabdian Masyarakat

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To support Indonesia's educational vision, and as part of efforts to restore learning, the Merdeka Curriculum was developed as a curriculum framework that is more flexible, while also focusing on essential material and developing students' character and competencies. Through the application of differentiated learning, students will not only be able to maximize their potential, but they can also learn about various important life values that will contribute to their development in a more holistic or complete manner. Differentiated learning is learning that is rooted in meeting the needs of students both in terms of learning readiness, interest, or learning profile and how the teacher responds to these learning needs. This community service activity is carried out with the aim of providing assistance and guidance to teachers, especially at the elementary school level so that they can develop differentiated learning and its application in the classroom, so that student-centered learning activities can be carried out properly. The method of implementing community service activities is carried out by: (1) theoretical socialization related to differentiated learning for teachers; (2) workshops on the application of differentiated learning; and (3) assistance and guidance in organizing differentiated learning in the classroom based on the Freedom to Learn curriculum. The results of this PkM activity are: (1) teachers gain additional knowledge related to differentiated learning; (2) teachers can prepare Differentiated Learning Implementation Plans; and (3) teachers are capable of carrying out differentiated learning at all grade levels, especially at the elementary school level.

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“…Hasil sosialisasi terkait pembelajaran berdiferensiasi di atas, sejalan dengan yang diungkapkan oleh Laia, et al (2022)…”

Section: Sosialisasi Pembelajaran Berdiferensiasiunclassified

Pendampingan Guru Sekolah Dasar Dalam Pelaksanaan Pembelajaran Berdiferensiasi pada Komunitas Belajar Kelompok Kerja Guru Di Kota Palangka Raya

Eshariyani,

Ernawatie,

Berliani

et al. 2023

Pengabdianmu J Ilmiah Pengabdian Masyarakat

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“…Kemudian dilanjutkan dengan wawancara kepada siswa kelas VIII yang melaporkan bahwa siswa tidak tertarik atau tidak berminat mengikuti kegiatan belajar mengajar karena bosan dengan sistem pembelajaran yang masih tradisional. Hal ini sama seperti pada (Sitorus et al, 2022) dimana guru IPA kurang bervariasi untuk melakukan kegiatan pembelajaran dan cenderung bersifat ceramah, hanya menyampaikan materi saja. Rendahnya hasil belajar juga disebabkan siswa cenderung kurang aktif berpartisipasi, baik dalam kegiatan pembelajaran, praktikum maupun diskusi, sehingga pemahaman siswa terhadap konsep yang di ajarkan tidak merata (Mubarrok et al, 2014).…”

Section: Pendahuluanunclassified

Penerapan Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Siswa Pokok Bahasan Cahaya Kelas VIII SMP

Peni Alis Wijayanti,

Rosa Sinensis,

Novitasari

2023

U-Teach

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This study aims to 1) explore how applying differentiated learning methods affects students' learning outcomes, 2) analyze the impact of differentiated learning on student learning outcomes, and 3) determine the impact of implementing differentiated learning on student learning outcomes. This study was conducted with a unique group pretest and posttest design. This study uses pre-treatment testing and post-treatment testing. Data collection in this study was carried out using a test in the form of an experiment. Differentiated learning is applied based on the student's learning style. Visual learning style uses images, auditory learning style uses audio from learning videos, and kinesthetic learning style uses simple training. After applying the differentiated learning method, learning results increased by 38.39% with an N-Gain value of 0.67, showing that the criteria are moderate and applied effectively for students. Based on the hypothesis testing results from the conducted study, P<0.001 was obtained with an effect size of 2.28, indicating a broad classification. Thus, the implementation of differentiated teaching has impacted and influenced the learning outcomes of students specializing in lighting in grade VIII SMP

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“…The description of the term differentiation is domain specific as is the case in education where differentiation essentially means tailoring teaching to the needs of particular students and the learning styles of students (Ade Sintia Wulandari, 2022). Differentiated learning is an effective teaching philosophy that offers different ways to deliver new information to all students in diverse classroom communities (Astiti et al, 2021;Laia et al, 2022;Pratama, 2022;Suwartiningsih, 2021). Differentiated learning has great potential to improve the quality of education, but its implementation in schools still faces various obstacles and challenges.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Differentiated Learning in Economics Subjects Using the CIPP Model

Indriyana,

Saputri,

Herawan

et al. 2024

IJESSM

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The advantages and disadvantages of the application of differentiated learning in economics subjects can be known from the data obtained and we can make improvements to the shortcomings that occur in this learning. The purpose of this study is to understand the implementation of differentiated learning in schools through the CIPP evaluation model, identify barriers and challenges faced, and provide recommendations to improve its implementation. The method used is descriptive qualitative. Data collection techniques were obtained from interviews, observations, and documentation. This data analysis process proceeds from facts to theory. The result of this research is the implementation of differentiated learning using the CIPP evaluation model at SMAN 1 Cilimus can improve the quality of learning. The input aspect of the teacher has succeeded in adjusting the curriculum and learning style according to the needs and interests of different students. The process aspect of the teacher has successfully played an important role in the learning process by becoming a facilitator for students to get a unique learning atmosphere, collaborative, constructive feedback. Students experienced increased understanding, critical thinking, encouragement to learn, and improved posttest results according to the product component. The results of this study make an important contribution to building more inclusive and flexible school learning methods through differentiated learning. It is hoped that this research can serve as a guideline and inspiration for other schools to implement differentiated learning and support the diversity of their students.

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Pengaruh Strategi Pembelajaran Berdiferensiasi terhadap Hasil Belajar Peserta Didik Kelas VIII SMP Negeri 2 Manduamas

Cited by 12 publications

References 0 publications

Pendampingan Guru Sekolah Dasar Dalam Pelaksanaan Pembelajaran Berdiferensiasi pada Komunitas Belajar Kelompok Kerja Guru Di Kota Palangka Raya

Pendampingan Guru Sekolah Dasar Dalam Pelaksanaan Pembelajaran Berdiferensiasi pada Komunitas Belajar Kelompok Kerja Guru Di Kota Palangka Raya

Penerapan Pembelajaran Berdiferensiasi Terhadap Hasil Belajar Siswa Pokok Bahasan Cahaya Kelas VIII SMP

Evaluation of Differentiated Learning in Economics Subjects Using the CIPP Model

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