Pengelompokan Gaya Belajar Secara Homogen dalam Mendukung Pembelajaran Diferensiasi Proses Siswa

Rahmat  Fauzi; Ali Usman; Nanik Nur Hayati; Muhammad Dimas Nasihudin

doi:10.47134/jtp.v1i2.77

Authors

Rahmat Fauzi Universitas Muhammadiyah Jember
Ali Usman Universitas Muhammadiyah Jember
Nanik Nur Hayati SMAN Mumbulsari
Muhammad Dimas Nasihudin Universitas Muhammadiyah Jember

DOI:

https://doi.org/10.47134/jtp.v1i2.77

Keywords:

gaya belajar, pembelajaran berdiferensiasi, problem based learning

Abstract

Pendidikan memiliki peran penting dalam mewujudkan potensi individu dalam berbagai aspek. Proses pembelajaran memainkan peranan sentral dalam menghasilkan perubahan pada individu. Gaya belajar yang berbeda-beda menjadi faktor krusial dalam efektivitas pembelajaran. Penelitian ini mengusulkan pendekatan pengelompokan gaya belajar secara homogen untuk mendukung pembelajaran berdiferensiasi proses di lingkungan pendidikan. Tujuan dari penelitian ini adalah untuk menjelaskan pentingnya pemahaman terhadap gaya belajar siswa dan bagaimana pendekatan pembelajaran berdiferensiasi dapat memaksimalkan potensi belajar mereka. Metode penelitian yang digunakan adalah kualitatif, dengan menerapkan pendekatan Problem Based Learning (PBL) dan pembagian kelompok berdasarkan gaya belajar siswa. Penelitian ini melibatkan siswa kelas X.5 di SMAN Mumbulsari, yang memiliki variasi gaya belajar, yaitu kinestetik, audiotori, dan visual. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi proses dengan pengelompokan siswa berdasarkan gaya belajar mereka mampu meningkatkan aktivitas belajar siswa. Siswa yang dikelompokkan dengan gaya belajar serupa memiliki interaksi yang lebih efektif dan hasil belajar yang lebih baik. Implikasi penelitian ini mencakup manfaat bagi siswa dan guru, seperti pelayanan pembelajaran yang lebih baik, perlakuan adil tanpa diskriminasi, dan pengembangan potensi siswa secara optimal.

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