Penerapan Model Pembelajaran Berdiferensiasi Di SMKN 1 Surakarta

Authors

  • Farhan Muhammad Rizqi Universitas Sebelas Maret

DOI:

https://doi.org/10.59061/dinamikapublik.v1i4.436

Keywords:

Differentiated learning, understanding, implementation, effort

Abstract

This research aims to find out how far differentiated learning is understood and implemented at SMKN 1 Surakarta, and what is being done to optimize its implementation. This type of research uses qualitative descriptive research with a case study approach. Data sources for this research include informants (deputy head of curriculum and teachers who have implemented differentiated learning), and documents (learning outcomes, flow of learning objectives, teaching modules, student mapping questionnaires). The sampling technique is purposive sampling. Data collection uses interviews, observation and documentation. Testing the validity of the data used is a credibility test (deepening interviews, triangulation of sources and techniques, negative technical analysis, using reference materials, peer discussion), transferability test, dependability test, and confirmability test. This research data analysis uses interactive descriptive techniques. The results of this research are as follows, (1) teachers' understanding regarding differentiated learning still needs to be expanded and improved (2) the implementation of differentiated learning is still not visible (3) teachers have made various efforts to optimize differentiated learning

References

Aysin, S., & Serap, E. (2017). The effects of differentiated foreign language instruction on academic achievement and creativity of gifted students. Online Submission, International Journal of Academic Research, 5(1), 276-287

Eysink, T. H., Hulsbeek, M., & Gijlers, H. (2017). Supporting primary school teachers in differentiating in the regular classroom. Teaching and Teacher Education, 66, 107-116.

Fernandez, L. O. (2015). Differentiated instruction: Making sense of it. Curriculum designs: for teachers, by teachers

Gaitas, S., & Alves Martins, M. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544-556.

Hendratmoko, T., Kuswandi, D., & Setyosari, P. (2018). Tujuan pembelajaran berlandaskan konsep pendidikan jiwa merdeka ki hajar dewantara. JINOTEP (Jurnal Inovasi dan Teknologi Pembelajaran): Kajian dan riset dalam teknologi pembelajaran, 3(2), 152-157.

Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want?. Gifted Child Quarterly, 55(4), 279-299.

Downloads

Published

2023-09-26

How to Cite

Farhan Muhammad Rizqi. (2023). Penerapan Model Pembelajaran Berdiferensiasi Di SMKN 1 Surakarta. Dinamika Publik: Jurnal Manajemen Dan Administrasi Bisnis, 1(4), 267–278. https://doi.org/10.59061/dinamikapublik.v1i4.436

Similar Articles

<< < 1 2 

You may also start an advanced similarity search for this article.