Penerapan Strategi Diferensiasi Konten dan Proses Pada Gaya Belajar Berbasis Model Problem Based Learning

Isma Atikah; Muhammad Ali Rif’an Fauzi; Ridlo Firmansyah

doi:10.47134/ptk.v1i2.57

Authors

Isma Atikah Universitas Muhammadiyah Jember
Muhammad Ali Rif’an Fauzi Universitas Muhammadiyah Jember
Ridlo Firmansyah Universitas Muhammadiyah Jember

DOI:

https://doi.org/10.47134/ptk.v1i2.57

Keywords:

content differentiation, process differentiation, learning styles, problem-based learning

Abstract

Education is one of the dynamic manifestations of human culture and a prerequisite for development. Education plays a crucial role in creating high-quality and potential individuals as it is the primary means to enhance human resources. A teacher should take a step towards change, such as transforming traditional teaching techniques (lectures) that are teacher-centered into a more creative and innovative approach. One way for teachers to meet the needs of students is by considering diverse learning styles through differentiated learning. The purpose of this study is to describe the implementation of differentiated content and process learning strategies based on the Problem Based Learning model for various learning styles. The method used is qualitative descriptive with data collection strategies through direct observation. The research was conducted at Grujugan High School with the research subjects being all students of class X.1. Through the application of differentiated learning and the Problem Based Learning model, it is expected that teachers can tailor their teaching to the needs of students, thus creating student-centered learning. The results of this study indicate that the implementation of differentiated content and process learning strategies in class X.1 has been successful. Differentiated learning provides an opportunity for students to learn naturally and efficiently with teachers who can collaborate with the methods and approaches needed by students. There was an increase in student activity in learning before the teacher implemented differentiated learning and used the Problem Based Learning model. By understanding the implementation of differentiated learning, it is expected that teachers can tailor their teaching to the needs of students, thereby creating student-centered learning.

References

Abramova, G. S. (2021). On Differentiation Strategies in the EFL Mixed-Ability Classroom: Towards Promoting the Synergistic Learning Environment. European Journal of Contemporary Education, 10(3), 558–573. https://doi.org/10.13187/ejced.2021.3.558 DOI: https://doi.org/10.13187/ejced.2021.3.558

Ambarita, J., Simanullang, M. P. K. P. S., & Adab, P. (2023). Implementasi Pembelajaran Berdiferensiasi. Penerbit Adab: Indramayu.

Cahyaningsih, Ujiati, & Anik Ghufron. (2016). Pengaruh Penggunaan Model Problem-Based Learning Terhadap Karakter Kreatif Dan Berpikir Kritis Dalam Pembelajaran Matematika. Jurnal Pendidikan Karakter, 7(1), 104–115. https://doi.org/10.21831/jpk.v0i1.10736 DOI: https://doi.org/10.21831/jpk.v0i1.10736

Chapelle, C. A., Cotos, E., & Lee, J. (2015). Validity arguments for diagnostic assessment using automated writing evaluation. Language Testing, 32(3), 385–405. https://doi.org/10.1177/0265532214565386 DOI: https://doi.org/10.1177/0265532214565386

Derici, Rianda Marta, & Rahmi Susanti. (2023). Menerapkan Pembelajaran Berdiferensiasi Di Kelas X Sma Negeri 10 Palembang, 9(1), 414–420. http://dx.doi.org/10.30998/rdje.v9i1.16903 DOI: https://doi.org/10.30998/rdje.v9i1.16903

Erdogan, V. (2019). Integrating 4C skills of the 21st century into the 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113-124.

Faiz, Aiman, Anis Pratama, & Imas Kurniawaty. (2022). Pembelajaran Berdiferensiasi Dalam Program Guru Penggerak Pada Modul 2.1. Jurnal Basicedu, 6(2), 2846–2853. https://doi.org/10.31004/basicedu.v6i2.2504. DOI: https://doi.org/10.31004/basicedu.v6i2.2504

Haelermans, C. (2022). The Effects of Group Differentiation by Students’ Learning Strategies. Instructional Science, 50(2), 223–250. https://doi.org/10.1007/s11251-021-09575-0 DOI: https://doi.org/10.1007/s11251-021-09575-0

Hemayanti, K. L., Muderawan, I. W., & Selamat, I. N. (2020). Analisis minat belajar peserta didik kelas XI Mia pada mata pelajaran kimia. Jurnal Pendidikan Kimia Indonesia, 4(1), 20-25. DOI: https://doi.org/10.23887/jpk.v4i1.24060

Herwina, W. (2021). Optimalisasi Kebutuhan Peserta didik Dan Hasil Belajar Dengan Pembelajaran Berdiferensiasi. Perspektif, 35(2). https://doi.org/https://doi.org/10.21009/pip.352.10 DOI: https://doi.org/10.21009/PIP.352.10

Konstantinides, N. (2020). Neuronal Differentiation Strategies: Insights from Single-Cell Sequencing and Machine Learning. Development (Cambridge), 147(23). https://doi.org/10.1242/dev.193631 DOI: https://doi.org/10.1242/dev.193631

Lee, Y.-W. (2015). Diagnosing diagnostic language assessment. Language Testing, 32(3), 299–316. https://doi.org/10.1177/0265532214565387 DOI: https://doi.org/10.1177/0265532214565387

LeMoyne, R. (2019). Assessment of Machine Learning Classification Strategies for the Differentiation of Deep Brain Stimulation “On” and “Off” Status for Parkinson’s Disease using a Smartphone as a Wearable and Wireless Inertial Sensor for Quantified Feedback. Smart Sensors, Measurement and Instrumentation, 31, 113–126. https://doi.org/10.1007/978-981-13-5808-1_9 DOI: https://doi.org/10.1007/978-981-13-5808-1_9

Marlina, M. (2020). Strategi Pembelajaran Berdiferensiasi di Sekolah Inklusif. PT Afifa Utama: Padang.

Maulidia, F. R., & Prafitasari, A. N. (2023). Strategi Pembelajaran Berdiferensiasi Dalam Memenuhi Kebutuhan Belajar Peserta Didik. ScienceEdu, 6(1), 55-63. DOI: https://doi.org/10.19184/se.v6i1.40019

Novianti, A., Bentri, A., & Zikri, A. (2020). Pengaruh Penerapan Model Problem-Based Learning (Pbl) Terhadap Aktivitas Dan Hasil Belajar Peserta didik Pada Pembelajaran Tematik Terpadu Di Sekolah Dasar. Jurnal Basicedu, 4(1), 194-202. https://doi.org/10.31004/basicedu.v4i1.323 DOI: https://doi.org/10.31004/basicedu.v4i1.323

Pitaloka, H., & Arsanti, M. (2022). Pembelajaran diferensiasi dalam kurikulum merdeka. In Seminar Nasional Pendidikan Sultan Agung IV (Vol. 4, No. 1).

Sopianti, D. (2022). Implementasi Pembelajaran Berdiferensiasi pada Mata Pelajaran Seni Budaya Kelas XI di SMAN 5 Garut. KANAYAGAN-Journal of Music Education, 1(1), 1-8. DOI: https://doi.org/10.53977/jws.v1i1.991

Stratton, D. H. (2020). Types of Instructional Strategies and Their Effect on Preparation for Future Learning in Differentiation. International Journal of Educational Research, 104. https://doi.org/10.1016/j.ijer.2020.101691 DOI: https://doi.org/10.1016/j.ijer.2020.101691

Sun, Y. Z. (2021). Differentiation of Pseudoprogression from True Progression in Glioblastoma Patients after Standard Treatment: A Machine Learning Strategy Combined with Radiomics Features from T1-weighted Contrast-enhanced Imaging. BMC Medical Imaging, 21(1). https://doi.org/10.1186/s12880-020-00545-5 DOI: https://doi.org/10.1186/s12880-020-00545-5

Susilowati, A. R., & Saputra, Y. A. (2022). Penerapan Permainan Edukatif ‘Harta Karun’ Berbantuan Problem Based Learning Terhadap Literasi Sains Peserta didik. Jurnal Didaktika Pendidikan Dasar, 6(2), 639-660. https://doi.org/10.26811/didaktika.v6i2.605 DOI: https://doi.org/10.26811/didaktika.v6i2.605

Tomlinson, C.A. (2017). 7 Reasons Why Differentiated Instruction Works. Retrieved February 1, 2023, from https://www.ascd.org/blogs/7-reasons-why-differentiated-instruction-works

Torresin, L. (2023). Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching. Languages, 8(1). https://doi.org/10.3390/languages8010077 DOI: https://doi.org/10.3390/languages8010077

Wahyuningsari, D., Mujiwati, Y., Hilmiyah, L., Kusumawardani, F., & Sari, I. P. (2022). Pembelajaran Berdiferensiasi dalam Rangka Mewujudkan Merdeka Belajar. Jurnal Jendela Pendidikan, 2(04), 529–535. https://doi.org/10.57008/jjp.v2i04.301 DOI: https://doi.org/10.57008/jjp.v2i04.301

Woa, K. M., Utaya, S., & Susilo, S. (2018). Pengaruh model pembelajaran Problem Based Learning terhadap kemampuan memecahkan masalah Geografi pada Peserta didik SMA. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(3), 406-411. http://dx.doi.org/10.17977/jptpp.v3i3.10709

Yang, X. (2023). A live-cell image-based Machine Learning Strategy for Reducing Variability in PSC Differentiation Systems. Cell Discovery, 9(1). https://doi.org/10.1038/s41421-023-00543-1 DOI: https://doi.org/10.1038/s41421-023-00543-1

Zarita, Santi Septiana, A. Halim, and M. Syukri. (2015). Dampak Pembelajaran Problem Based Learning (PBL) Dengan Pendekatan Sainsifik Terhadap Berpikir Pembelajaran Fisika. Jurnal Pendidikan Sains Indonesia, 03(02), 96–104.