Differentiated Learning for Students with Special Needs in Inclusive Schools

Marlina, Marlina; Efrina, Elsa; Kusumastuti, Grahita

doi:10.2991/icet-19.2019.164

Cited by 32 publications

(37 citation statements)

References 12 publications

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“…Fun learning management is very important to enjoy a conducive learning atmosphere to achieve learning objectives. This is in accordance with the objectives of differential learning, namely helping all students in learning, increasing student motivation, and learning outcomes, establishing harmonious relationships between teachers and students, helping students become independent students, and increasing teacher satisfaction [16].…”

Section: Introductionsupporting

confidence: 76%

Application of the Differentiated Learning Model in Advanced BIPA Courses

Asteria¹,

Muzakki²,

Turistiani³

et al. 2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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The aims of this study are (1) to describe the process of identifying the profile of students' characteristics in Advanced BIPA courses and (2) to describe the process of developing differentiated learning models in Advanced BIPA courses. The research method used is the ADDIE model development method, which includes two stages, namely the Identification of Learner Characteristics Phase and the Differentiated Learning Model Development Phase in the Advanced BIPA course. The characteristic profile of students in Advanced BIPA courses is based on their learning profile, learning interest, and learning readiness. The data taken is under the needs or learning needs. It is mainly associated with various experiences of students, hobbies, routine activities, interesting activities, places, and events related to personal experiences. Along with the demands of differentiated learning by the conditions and characteristics of students, teachers are required to play a more dynamic and creative role. Learning activities are needed based on students' learning needs to optimize learning and students' learning outcomes. Adjustment of learning scenarios can take advantage of the characteristics or several profile attributes in common with other individuals. It proves that the availability of student characteristic profiles can encourage creativity and innovation from teachers.

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Section: Introductionsupporting

confidence: 76%

Application of the Differentiated Learning Model in Advanced BIPA Courses

Asteria¹,

Muzakki²,

Turistiani³

et al. 2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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“…Langkah awal dalam melaksanakan strategi pembelajaran berdiferensiasi yaitu melihat kesiapan anak dengan melakukan asesmen singkat tentang kesiapan anak dalam belajar, mengenali minat anak dalam menghubungkan topik pembelajaran yang diajarkan, pilihan belajar anak (preferensi) adalah kecendrungan cara-cara tertentu yang digunakan anak dalam memproses apa yang harus dipelajari. Pada penelitian ini menunjukkan adanya peningkatan persentase perhatian dan minat belajar anak berkesulitan belajar dengan mengenali gaya belajar yang disukai anak dengan memadukan bakat, minat dan indra yang lebih dominan pada anak seperti : auditif (pendengaran), visual (penglihatan) dan kinestetik atau gerekan (Marlina et al, 2019). Penelitian ini juga relevan dengan penelitian (Andini, 2016) yang mengatakan bahwa pembelajaran berdiferensiasi dapat diberikan kepada siswa untuk meningkatkan motivasi atau minat belajar siswa.…”

Section: Keteranganunclassified

“…Pembelajaran berdiferensiasi yaitu proses siklus mencari tahu tentang siswa dan merespon belajarnya berdasarkan perbedaan. Ketika guru terus belajar tentang keberagaman siswanya, maka pembelajaran yang profesional, efesien, dan efektif akan terwujud (Marlina et al, 2019). (Andini, 2016) pembelajaran berdiferensiasi merupakan modifikasi kurikulum dimana setiap anak dapat belajar dalam suatu kelas dengan kemampuan yang bermacammacam.…”

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The Effectiveness of Differentiated Learning Strategies to Increase Learning Concentration of Children with Learning Difficulties

saputra

2021

PAKAR

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Penelitian ini dilakukan berdasarkan permasalahan yang ditemukan di SDN 17 Jawa Gadut Padang. Hasil permasalahan yang ditemukan adalah adanya seorang anak yang teridentifikasi kesulitan belajar siswa tersebut memiliki permasalahan pada tingkat konsentrasinya yang rendah. Penelitian ini bertujuan untuk meningkatkan konsentrasi belajar pada siswa berkesulitan belajar di SDN 17 Jawa Gadut Padang dengan menggunakan strategi pembelajaran berdiferensiasi. Metode yang digunakan dalam penelitian ini adalah single subject research dengan desain A-B-A. Subjek penelitian ini adalah seorang anak berkesulitan belajar kelas IV SD. Teknik pengumpulan data yang diterapkan adalah durasi. Sedangkan teknik analisis data yang digunakan adalah persentase untuk melihat tingkat peningkatan konsentrasi pada anak. Hasil dari penelitian ini menunjukkan bahwa siswa kelas IV di SDN 17 Jawa Gadut Padang pada siswa berkesulitan belajar adalah meningkat sesuai dengan hasil analisis data dalam kondisi dan antar kondisi. Kata kunci :pembelajaran berdiferensiasi, kesulitan belajar, konsentrasi belajar. ABSTRACT This research was conducted based on the problems found in SDN 17 Jawa Gadut, Padang. The results of the problems found were that there was a student who was identified as having learning difficulties that the student had problems at a low level of concentration. This study aims to increase the learning concentration of students with learning difficulties at SDN 17 Jawa Gadut Padang by using differentiated learning strategies. The method used in this research is single subject research with ABA design. The subject of this research is a child with learning difficulties in grade IV SD. The data collection technique applied is duration. While the data analysis technique used is the percentage to see the level of concentration increase in children. The results of this study indicate that the fourth grade students at SDN 17 Jawa Gadut Padang in students having learning difficulties are increasing according to the results of data analysis in conditions and between conditions. Keywords :differentiated learning, learning difficulties, learning concentration.

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“…Shaddock, Giorcelli, and Smith (2007) claim some strategies that support inclusive practices are working based on the student's needs, using fl exible approaches, building and modifying instruction from simple to complex forms, "adopting a team approach"; and diff erentiated instructions (p. 10). Diff erentiated instruction refers to the ways teachers plan and apply various approaches and strategies (Smit & Humpert, 2012;Tobin & Tippett, 2014), including a student-centered approach (Marlina, Efrina, & Kusumastuti, 2019) or active learning process (Ismajli & Imami-Morina, 2018) to meet every student's needs and characteristics (Hidayati, 2020;Strogilos, 2018) and to provide equity and excellent education for all students (Bruin, 2018). Diff erentiated instruction also addresses the learning phase of each student (Pozas, Letzel, & Schneider, 2020;Sharp, Jarvis, & McMillan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Science and special education teachers create inclusive classroom practice in science

Suprihatiningrum

Palmer²,

Aldous³

2022

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The purpose of this research was to examine how co-teachers collaborate interdependently to make the science classroom inclusive for all students. Seven participants; two science teachers of School Smart; two science teachers of School Brainy; support teachers of School Smart and Brainy respectively; and Lily, the head of the inclusion program of School Brainy were selected purposively. As a qualitative description study, data were collected through semi-structured interviews, classroom observations, and instructional document analysis. Data collected were analyzed through a deductive approach using co-teaching as a predetermined framework. The findings indicate that the co-teachers in two schools were teaching collaboratively through co-planning, co-instructing, and co-assessing. Co-teachers from both schools claimed that most of the time spent collaborating was on co-instruction rather than co-planning and co-assessment. In School Smart, the co-teaching between science and the support teacher, called an alternative teaching model, is operating more effectively in terms of planning, scheduled meetings to discuss instructional planning and its implementation compared to School Brainy. Co-teachers in School Smart work more interdependently and collaboratively than the co-teachers in School Brainy

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Differentiated Learning for Students with Special Needs in Inclusive Schools

Cited by 32 publications

References 12 publications

Application of the Differentiated Learning Model in Advanced BIPA Courses

Application of the Differentiated Learning Model in Advanced BIPA Courses

The Effectiveness of Differentiated Learning Strategies to Increase Learning Concentration of Children with Learning Difficulties

Science and special education teachers create inclusive classroom practice in science

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