Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?

Melesse, Tadesse; Belay, Sintayehu

doi:10.1080/2331186x.2022.2105552

Cited by 8 publications

(8 citation statements)

References 32 publications

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“…According to Module 2.1 on Differentiated Learning of the PGP (Suwartiningsih, 2021), differentiated learning is the diverse teaching provided by teachers in the classroom, including ways to: acquire content; process, construct or reason ideas; and develop learning products and assessment measures so that all learners in a classroom with diverse backgrounds can learn effectively. The components of differentiated learning consist of: differentiated content, process and product (Melesse & Belay, 2022). So differentiated learning is an effort to adjust the learning process in the classroom to meet the learning needs of each individual.…”

Section: Differentiated Learningmentioning

confidence: 99%

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

Susanti,

Ismet,

Wiyono

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to analyze the learning styles of grade 7 students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. This research is a qualitative descriptive study. The subjects of this research were all 7th grade students of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year in East Oku Regency, South Sumatra Province. The data collection technique used in this research is in the form of a questionnaire which will be filled out by research subjects. Then the data will be analyzed quantitatively by calculating the percentage that refers to the three VAK learning styles (Visual, Auditory and Kinesthetic). The results of the learning style analysis of all 7th grade students at SMP Negeri 01 Jaya Pura for the 2023-2024 academic year showed that there were 40% Visual learning styles, 23% Auditory learning styles, 31% Kinesthetic learning styles, 2% Visual Kinesthetic learning styles, 1% auditory visual learning is as much as 1% of the auditory kinesthetic learning style and 2% of the visual auditory kinesthetic learning style. From this research, it was concluded that the learning style of students in Class 7 of SMP Negeri 01 Jaya Pura for the 2023-2024 academic year was dominated by the visual learning style at 40% of the total class of students. These differences in student learning style tendencies can be accommodated by conducting differentiated learning so that it can meet student needs and student characteristics.

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Section: Differentiated Learningmentioning

confidence: 99%

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

Susanti,

Ismet,

Wiyono

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…This stage aims to design learning based on the results of cognitive diagnostic assessments and noncognitive diagnostic assessments. According to Melesse & Belay (2022), differentiated learning design must include 4 things, namely differentiation of content, process, product and learning environment.…”

Section: Design Stagementioning

confidence: 99%

Interactive Digital Teaching Module Based on Differentiated Instruction and Its Impact on Students' Problem-Solving Skills

Rahayu,

Rosti

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Differentiated Instruction (DI) is a solution offered in the Merdeka Belajar curriculum, where students study chemistry material according to their abilities, what they like, and their individual needs so that they are not frustrated and feel like they have failed in their learning experience. This study aims to develop interactive digital teaching modules based on Differentiated Instruction (DI) that meet valid, practical, and effective criteria for problem-solving abilities. This research is development research based on the ADDIE model with stages: analysis, design, development, implementation, and evaluation. The trial sample was class X students of SMAN 1 Latambaga. The results showed validity with a value of 2.59, Practical with a value of 3.31 on teacher activity and a weight of 3.41 on student activity. Effective with good student response 74%. Problem-solving ability increases with a test score gain of 0.32 in the medium category. It is concluded that the interactive digital teaching module based on Differentiated Instruction (DI) can be used in the learning process because it begins with a diagnostic assessment so that learning is by students' abilities and learning styles

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“…Konten dapat dikategorikan menjadi dua yaitu: (a) apa yang diajarkan dan (b) bagaimana cara memberikannya (Tomlinson, 2001). Adapun menurut Melesse & Belay (2022) konten berarti hal-hal yang akan dipelajari oleh peserta didik baik informasi maupun skills. Guru diharapkan dapat memvariasikan tingkat kompleksitas isi yang dibutuhkan peserta didik.…”

Section: Perbedaan Konten Dalam Pembelajaranunclassified

“…Proses merupakan cara peserta didik memproses konten atau isi maupun gagasan dan keterampilan yang telah diberikan kepada mereka (Tomlinson, 2001). Adapun menurut Melesse & Belay (2022) proses merupakan metode yang digunakan peserta didik supaya mengerti konten yang dipelajari. Perbedaan proses dalam pembelajaran berarti guru dapat memvariasikan kegiatan pembelajaran yang didasarkan pada minat dan gaya belajar peserta didik (Taylor, 2015).…”

Section: Perbedaan Proses Dalam Pembelajaranunclassified

Implementasi Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka di Sekolah Dasar

Rahmawati

2023

SHES

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<p>Pembelajaran diferensiasi merupakan metode yang dapat digunakan untuk memfasilitasi perbedaan karakteristik peserta didik dalam pembelajaran. Tujuan dari artikel ini yaitu: (1) mendeskripsikan strategi yang diperlukan dalam implementasi pembelajaran berdiferensiasi di kurikulum merdeka, dan (2) mengidetifikasi faktor yang menyebabkan guru mengalami kesulitan dalam implementasi pembelajaran berdiferesiasi. Metode yang digunakan dalam penelitian ini yaitu studi pustaka dengan tahapan: (1) menyiapkan referensi yang sesuai dengan topik, (2) membaca dan memahami referensi, (3) mengkaji dan merangkum referesi, dan (4) menyajikan dalam bentuk tulisan. Hasil dari artikel ini yaitu: (1) implementasi pembelajaran berdiferensiasi dalam kurikulum merdeka dapat dilaksanakan melalui tiga strategi yang meliputi diferensiasi proses, produk, dan konten; (2) terdapat faktor yang menyebabkan guru megalami kesulitan dalam implementasi pembelajaran berdiferensiasi, yaitu: (a) pembelajaran berdiferensiasi memerlukan waktu yang cukup, (b) guru merasa harus mempersiapkan kegiatan berbeda untuk peserta didik, (c) guru tidak siap dalam membuat rencana dan modul pembelajaran, dan (d) guru merasa belum siap melaksanakan pembelajaran berdiferensiasi. Dengan demikian, masih terdapat kesulitan guru dalam pembelajaran berdiferensiasi meskipun sudah terdapat strategi pembelajaran berdiferensiasi yang dapat diterapkan.</p>

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Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?

Cited by 8 publications

References 32 publications

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura

Interactive Digital Teaching Module Based on Differentiated Instruction and Its Impact on Students' Problem-Solving Skills

Implementasi Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka di Sekolah Dasar

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