Development of Group-Based Differentiated Learning (GBDL) Models

Ruhimat, Toto; Darmawan, Deni

doi:10.25046/aj050607

Cited by 2 publications

(2 citation statements)

References 24 publications

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“…Education is a process that each student must undergo individually. Each student is a unique and distinctive individual who is different from one another (Ruhimat & Darmawan, 2020). They have other characteristics and learn differently (Ghaith & Awada, 2022;Palieraki & Koutrouba, 2021).…”

Section: Introductionmentioning

confidence: 99%

Strategy to Increase the Effectiveness of Differentiated Learning

Hidayat,

Suharyati,

Sanubari

2024

JHETP

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Implementing differentiated learning is a challenge for schools that are not yet “Sekolah Penggerak”. This research aims to formulate a strategy to increase the effectiveness of differentiated learning, especially in private junior high schools that implement the "Independent Curriculum" independently. The strategy is formulated based on a structural model between the effectiveness of differentiated learning variables with academic supervision and exogenous organizational culture variables and achievement motivation as an intervening variable. This cross-sectional research was conducted on 182 private junior high school teachers in Cibinong District, Bogor, who were randomly selected proportionally. SmarPLS 3 software was used to help analyze the data. The results of this research conclude that academic supervision, organizational culture, and achievement motivation are important factors in increasing the effectiveness of differentiated learning. Achievement motivation mediates the influence of academic supervision and organizational culture on the effectiveness of differentiated learning. The effectiveness of differentiated learning can be increased by implementing academic supervision strategies and organizational culture that can increase teacher achievement motivation.

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Section: Introductionmentioning

confidence: 99%

Strategy to Increase the Effectiveness of Differentiated Learning

Hidayat,

Suharyati,

Sanubari

2024

JHETP

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“…To build a Pancasila Student Profile, the government of Indonesia has launched a new paradigm of a learning program. In the learning promoted by the Ministry of Education, there is a concept of differentiated learning or differentiated instruction [28]. With the concept of differentiated learning, the learning process in the classroom can be a medium for teachers to help students become able to have the character of Pancasila Student Profile [29], through a fun process [30], according to a student's needs, and accommodate the background diversity of students.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia

et al. 2022

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Ideally, learning should help students optimally develop through various activities that enable students to pay attention to their well-being. Some teachers in Indonesia have participated in various professional development programs based on developing a progressive educational philosophy emphasizing the importance of differentiated learning to create Indonesia’s graduate profile, namely the Pancasila Student Profile. Implementing differentiated learning in Indonesia to realize the outcome of the Pancasila Student Profile is a novelty. Therefore, many teachers are still bewildered about the best practice to realize it. This study aims to construct a conceptual model of differentiated instruction based on the experiences of junior high school teachers in Indonesia through phenomenological studies. The number of participants in this study was 12 people selected through the purposive sampling method. Data collection is enacted through in-depth individual interviews. This study indicates that the conceptual model of differentiated learning is learning that provides opportunities for students to walk on their tracks; it also provides learning that emphasizes students’ physical and mental welfare and safety in the learning process. Teachers who comprehend and understand the philosophy of progressive education would possibly realize the concept of differentiated learning, which places students as empowered learners.

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Development of Group-Based Differentiated Learning (GBDL) Models

Cited by 2 publications

References 24 publications

Strategy to Increase the Effectiveness of Differentiated Learning

Strategy to Increase the Effectiveness of Differentiated Learning

Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia

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