Effect of Differentiated Learning in Problem Based Learning on Cognitive Learning Outcomes of High School Students

Dalila, Azmy Almas; Rahmah, Siti; Liliawati, Winny; Kaniawati, Ida

doi:10.29303/jppipa.v8i4.1839

Cited by 21 publications

(26 citation statements)

References 2 publications

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“…Moreover, although DI has become a topic of concern in education, there is still debate about its influence in enhancing student learning. Several studies support the effectiveness of DI in improving student learning outcomes (Dalila et al, 2022), while other studies show inconsistent or even contradictory results (Peters et al, 2022). However, a significant concern arises elucidating the significance of this study.…”

Section: Introductionmentioning

confidence: 79%

Does differentiated instruction affect learning outcome Systematic review and meta-analysis

AM,

Hadi,

Istiyono

et al. 2023

JPR

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In an era of increasingly diverse education, the need to understand the effectiveness of differential instruction on learning outcomes is critical in creating inclusive and student-centered learning experiences. This study aims to comprehensively review the effectiveness of differentiated instruction on student learning outcomes and investigate what moderator variables contribute significantly to the effect of implementing differentiated instruction on student learning outcomes. The study was a systematic review and meta-analysis that utilized 49 primary studies, from which 63 effect sizes were extracted. It was found that there was a significant (g RE = 1.109, p < .01) of the application of differential instruction on student learning outcomes compared to learning in the control group. When measured from the aspect of the measured ability, subjects, grade level, sample size, and index type, there was no significant difference in effect size. However, there was a significant difference in effect size when viewed from the country's perspective. It was concluded that differential instruction is an appropriate learner strategy used to improve the quality of learning at all levels. However, it is prudent to acknowledge that the effectiveness of implementing differentiated instruction is intrinsically intertwined with the specific context and educational milieu of a given country. This study provides a nuanced understanding that while differentiated instruction holds universal promise, its optimal outcomes are sensitive to contextual influences.

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Section: Introductionmentioning

confidence: 79%

Does differentiated instruction affect learning outcome Systematic review and meta-analysis

AM,

Hadi,

Istiyono

et al. 2023

JPR

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“…Differentiated learning can help learners to get optimal learning outcomes because starting from learning materials, learning processes to the products produced are tailored to their interests and needs (Dalila et al, 2022). Products that are made can be collected in any form according to the abilities and interests of learners such as video, audio, images, mapping, infographics, posters, articles and others.…”

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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“…Penyediaan aktivitas dan materi ajar yang berdiferensiasi memberikan kesempatan bagi peserta didik untuk lebih terlibat aktif dan menarik karena pembelajaran dilakukan sesuai dengan karakteristik peserta didik (Brodersen and Melluzzo 2017). Pembentukan peserta didik ke dalam kelompok belajar dengan karakteristik yang sama juga dapat mendukung peserta didik untuk dapat bekerja secara kolaboratif dan menciptakan lingkungan belajar yang kondusif (Dalila et al 2022).…”

Section: Pendahuluanunclassified

“…Hal ini terlihat pada adanya peningkatan rata-rata hasil belajar peserta didik setelah melakukan pembelajaran secara berdiferensiasi seperti ditunjukkan pada Gambar 3. Pembelajaran berdiferensiasi memberikan pengalaman belajar peserta didik yang sesuai dengan karakteristik individu, sehingga mendukung proses belajar yang lebih baik bagi setiap individu peserta didik (Dalila et al 2022;Kamran, Munir, and Wattoo 2019). Selain itu, pembentukan kelompok belajar sesuai dengan karakteristik gaya belajar yang sama dapat memberikan iklim belajar yang saling mendukung dan saling berkolaborasi untuk ketercapaian tujuan pembelajaran (Andini et al 2016).…”

Section: Siklus IIunclassified

Peningkatan Motivasi dan Hasil Belajar Fisika Dengan Penggunaan Teknologi Dalam Pembelajaran dan Pendekatan Berdiferensiasi Pada Peserta Didik Kelas X – 1 SMA Negeri 6 Kediri Tahun Pelajaran 2022/2023

Kurniawati,

Mustakim,

Hudha

2023

JPBPP

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Education is a process of developing the potential and ability of students in accordance with their characteristics to achieve meaningful learning. However, facts show that the motivation and learning outcomes of physics students in grades X – 1 are still low and incomplete category caused by monotonous and less varied physics learning. Therefore, the application of differentiated learning and the use of technology in learning is carried out as an attempt to increase the motivation and learning outcomes of physics students. The research was conducted using a type of collaborative classroom action research between researchers, subject teachers, and experts of physics. The subjects research is students of grades X – 1 SMAN 6 Kediri for the 2022/2023 academic year and were carried out for three months, starting from March to May 2023 with 2 learning cycles. The results showed that the differentiated approach and the use of technology in physics learning had a positive impact on increasing the motivation and learning outcomes of physics students. Abstrak: Pendidikan merupakan proses pengembangan potensi dan kemampuan peserta didik sesuai dengan karakteristiknya untuk mencapai pembelajaran bermakna. Namun fakta di lapangan menunjukkan bahwa motivasi dan hasil belajar fisika peserta didik di kelas X – 1 masih dalam kategori rendah dan belum tuntas yang disebabkan oleh pembelajaran fisika yang monoton dan kurang bervariasi. Oleh sebab itu, penerapan pembelajaran berdiferensiasi dan penggunaan teknologi dalam pembelajaran dilakukan sebagai upaya peningkatan motivasi dan hasil belajar fisika peserta didik. Penelitian dilakukan menggunakan jenis penelitian tindakan kelas kolaboratif antara peneliti, guru mata pelajaran, dan ahli bidang fisika. Subjek penelitian merupakan peserta didik kelas X – 1 SMAN 6 Kediri tahun ajaran 2022/2023 dan dilaksanakan selama tiga bulan, terhitung sejak Maret hingga Mei 2023 dengan 2 siklus pembelajaran. Hasil penelitian menunjukkan bahwa pendekatan berdiferensiasi dan penggunaan teknologi dalam pembelajaran fisika memberikan dampak yang positif terhadap peningkatan motivasi dan hasil belajar fisika peserta didik.

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Effect of Differentiated Learning in Problem Based Learning on Cognitive Learning Outcomes of High School Students

Cited by 21 publications

References 2 publications

Does differentiated instruction affect learning outcome Systematic review and meta-analysis

Does differentiated instruction affect learning outcome Systematic review and meta-analysis

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

Peningkatan Motivasi dan Hasil Belajar Fisika Dengan Penggunaan Teknologi Dalam Pembelajaran dan Pendekatan Berdiferensiasi Pada Peserta Didik Kelas X – 1 SMA Negeri 6 Kediri Tahun Pelajaran 2022/2023

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