The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students towards Science Learning in Terms of Learning Styles

Demir, Serkan

doi:10.34293/education.v9i3.3723

Cited by 10 publications

(9 citation statements)

References 3 publications

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“…A differentiated approach can be an alternative approach that can be applied in the classroom to deal with the diverse learning needs of students. This is in line with research by Demir (2021) which shows that the differentiated approach to science subjects applied at elementary school level by paying attention to learning styles is more effective in increasing students' motivation and understanding of science learning than traditional teaching methods. Students support the implementation of differentiated learning.…”

Section: Figure 2 Group Photosupporting

confidence: 90%

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

Kobi,

Mardin,

Pratama

2023

j. mattawang

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The aim of this service activity is to increase the understanding of teachers at SMA Negeri 1 Tibawa regarding the implementation of differentiated learning. Differentiated learning is an attempt to adapt the learning process in the classroom to meet the individual learning needs of each student. It is important for differentiated learning to be implemented in schools, especially in schools selected as driving schools, so activities were carried out to increase teacher capacity in terms of implementing differentiated learning through workshop activities which were attended by all teachers from SMA Negeri 1 Tibawa, Gorontalo Province. Tibawa State High School 1 is one of the driving schools which has been running for the last 2 years since 2022. Service activities use lecture, discussion and games methods as well as active participation from the participants. There were 46 participants who took part in this activity, all of whom were teachers from the Tibawa 1 State High School (SMA), Gorontalo Regency. This service activity had a very positive impact on the participants who took part in this activity, the participants were very enthusiastic and increased the participants' understanding regarding the implementation of differentiated learning in the classroom.

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Section: Figure 2 Group Photosupporting

confidence: 90%

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

Kobi,

Mardin,

Pratama

2023

j. mattawang

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“…Because during the learning process, all students with diverse backgrounds feel accepted valued, and have the expectation to grow. Thus, implementing differentiated learning not only enhances students' academic achievements but also creates an inclusive learning environment, fosters mutual respect, and encourages important social skills development in students (Demir, 2021;Miqwati et al, 2023). Project-based differentiated learning allows students to learn personally according to their individual needs.…”

Section: Discussionmentioning

confidence: 99%

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Pangestu,

Firdaus

2024

j. ilm. sekol. dasar

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Collaboration skills are important. Therefore, group learning needs to be held for hands-on experience that results in understanding and effective learning methods. This study aims to analyze the effect of project model differentiated learning on students' collaboration skills in grade V elementary school in science subjects. This type of research is a quasi-experiment with a one-group pretest-posttest design. The sampling technique used was the saturated sampling technique with 26 students. The research instruments used in the form of learning style questionnaires, observation sheets of the learning process in the classroom, and observation sheets to measure student collaboration skills consist of initial and final observation sheets. Data analysis used in this research is descriptive analysis technique and inferential analysis technique with Paired Sample t Test. Before the hypothesis test, the prerequisite test includes the normality test and homogeneity test. The average collaboration skills of grade V students before being given treatment using the differentiated learning project model were none in the Very High category, 9.99% in the High category, 70.76% in the Medium category, and 19.76% in the Low category. After being given treatment using a differentiated learning project model, there were 9.23% in the Very High category, 59.23% in the High category, 31.54% in the Moderate category, and none in the Low category. Furthermore, data processing is carried out with t-value ≥ critical t-value (39.034 > 2.05954), which indicates that there is a positive effect of the differentiated learning project model on student collaboration skills in grade V elementary school.

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“…Desain penelitian ini adalah kuantitatif dan tujuannya untuk menguji keefektifan model pembelajaran PAI yang diintegrasikan dengan moderasi beragama dan pemberantasan radikalisme pada mahasiswa yang terpapar. Penggunaan model akan di kolaborasikan dengan bidang teknologi informasi dan komunikasi dalam bentuk produk model ISRA (Rahmat, 2022) Populasi penelitian ini adalah 90 mahasiswa yang terdiri dari 4 Program Studi (Prodi) pada Universitas di Jawa Timur yang telah terprogram pada mata kuliah Pendidikan Agama Islam pada semester gasal 2021-2022, Teknik pengumpulan data adalah dengan cara wawancara, penyebaran angket dan studi dokumentasi untuk data primer, sedangkan data sekunder diperoleh dari partisipasi masyarakat sekitar (Demir, 2021).…”

Section: Metode Penelitianunclassified

Model Pembelajaran PAI Berbasis ISRA dalam Meningkatkan Moderasi Beragama Mahasiswa di Perguruan Tinggi

Muzaqi

A'la

Makhshun

et al. 2022

JPAI

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Penelitian ini bertujuan untuk mengukur keefektifan model pembelajaran berbasis ISRA di Perguruan Tinggi Umum, survey menunjukkan bahwa indikator moderasi beragama berupa komitmen kebangsaan, Toleransi, Anti kekerasan, dan adaptif kebudayaan lokal� dapat diterapkan pada kurikulum PAI di perguruan Tingggi Umum. Berbagai penelitian model pembelajaran berbasis moderasi beragama yang dilakukan menghasilkan 50 % hasil cukup signifikan, maka penulis mencoba model pembelajaran berbasis ISRA dalam moderasi beragama ternyata hasilnya cukup baik. Metode yang digunakan adalah deskriptif kuantitatif dengan pengumpulan data menggunakan angket, wawancara dan studi dokumentasi. Responden data yang� diambil 90 mahasiswa sebagai sampel� dari berbagai perguruan tinggi umum di Jawa Timur, menggunakan hasil uji analisis melalui Cronbach Alpha dan Wilcoxon dengan hasil yang signifikan 0,05% dari data yang diambil maka Penggunaan model ISRA cukup efektif dalam mengimplementasikan moderasi beragama sehingga dapat meningkatkan sikap moderat pada mahasiswa.

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The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students towards Science Learning in Terms of Learning Styles

Cited by 10 publications

References 3 publications

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

Optimizing Collaboration Skills in the 21st Century: Recent Innovations in Project Model Differentiated Learning

Model Pembelajaran PAI Berbasis ISRA dalam Meningkatkan Moderasi Beragama Mahasiswa di Perguruan Tinggi

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