Development of Student Cognitive Learning Outcomes Tests Based on Differentiated Learning

Abstract

Differentiated learning is the core of the independent curriculum now. The aim of this research is to develop an instrument for measuring the cognitive learning outcomes of high school students based on differentiated learning on elasticity material and to obtain its characteristics. Differentiation, in this case, is differentiation of student learning styles. The instrument grid is arranged based on indicators of cognitive learning outcomes, which are then used to compile question items. The test instrument consists of two test sets, each of which has 9 items including two anchor items so that the total number of items is 16 items and has been validated by 6 experts. The validated instrument was tested on 252 respondents spread across high schools in the low, medium and high categories. Dichotomous data were analyzed using the Partial Credit Model (PCM). The trial results showed that all 16 items and the differentiated learning-based student cognitive learning outcomes test instrument were proven to be valid, fit the PCM model, and reliable, which means all items were in the good category. Thus, the test instrument developed meets the requirements for measuring the cognitive learning outcomes of high school students on elasticity material based on differentiated learning.

The Effect of Ethnoscience Learning on the Development of Students' Cognitive and Affective Aspects in Junior High School

“…Therefore, ethnoscience learning provides meaningful learning experiences for students and increases their learning motivation (Widiana et al, 2020). Ethnosciencebased learning should consider the concept of differentiated learning so that the quality of the learning process and outcomes is better (Azizah et al, 2024).…”