Upaya Guru PKn dalam Melaksanakan Pembelajaran Berdiferensiasi Sesuai dengan Potensi Peserta Didik di SMP Pembangunan Laboratorium UNP Efforts of PKn Teachers in Implementing Differentiated Learning According to Students' Potential at SMP Pembangunan Laboratorium UNP
Article Sidebar
Page Numbers:
570-583
Digital Object Identifier:
10.58578/aldyas.v4i1.4756
Viewed: 248 times
Downloaded: 189 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Izaturahmah Izaturahmah1, Azwar Ananda2, Maria Montessori3, Fatmariza Fatmariza4
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
This research is motivated by the efforts made by PKn teachers in implementing differentiated learning according to the potential of students at SMP Pembangunan Laboratorium UNP. The purpose of this study is to describe the efforts of PKn teachers in implementing differentiated learning as well as the supporting and inhibiting factors of PKn teachers' efforts in implementing differentiated learning according to the potential of students. The type of qualitative research with descriptive methods. The research informants used the Purposive Sampling technique. Data collection techniques were carried out by interviews, observation and documentation. The data validity test used the source triangulation technique. The results of the study showed that the efforts of PKn teachers in implementing differentiated learning according to the potential of students were analyzing the results of cognitive and non-cognitive potential mapping, compiling teaching modules according to the characteristics of differentiated learning, implementing differentiated learning based on the characteristics of students, analyzing the weaknesses/deficiencies of differentiated learning that had been implemented. The supporting and inhibiting factors of PKn teachers' efforts in implementing differentiated learning according to the potential of students were: 1) Supporting factors. One of the PKn teachers is a driving teacher, there are supervision activities, there are CADAS activities, mapping of student needs is carried out. 2) Inhibiting factors. Limited time for teachers in compiling teaching modules according to student characteristics, teachers do not use varied learning methods and media.
Downloads
Citation Metrics & Similar Scopus Articles
-
Kusuma N.A. (2027)Exploring the acceptance of science teachers toward simulator-based technologyMultidisciplinary Science Journal, 9(1)
-
Irawati R. (2027)Enhancing accounting students’ writing performance through problem-based learning: Evidence from a vocational higher education contextMultidisciplinary Science Journal, 9(1)
-
Azhand A. (2027)Teaching Persian derivational affixes to non-Persian speakers from a Cognitive Morphology Approach: A case study of nominal suffixes (kar, gar, ban, baz, -ande)Language Related Research, 17(4), 469-497
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Bayumi dkk. (2021). Penerapan Model Pembelajaran Berdiferensiasi. Yogyakarta: Cv Budi Utama. 15.
Amaliyah Aam dan Rahmat Azwar. (2021). Perkembangan Potensi Diri Peserta Didik Melalui Proses Pendidikan. Journal of Elementary Education, 5(1), 29-35.
Ramadhan, R. A dkk. (2023). Implementasi Pemebelajaran Berdiferensiasi Pada Mata Pelajaran PPKn dalam Mewujudkan Merdeka Belajar di SMP Labschool Jakarta. Jurnal Ideas Pendidikan, Sosial, dan Budaya, (9)2.
Amini Aisyah dkk. (2023). Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Partisipasi Aktif Siswa Kelas XI SMA Negeri 1 Palembang Pada Mata Pelajaran PPKn. Journal of Social Science Research, 3(3).
Fiantika Rita Feny dkk. (2022). Metodologi Penelitian Kualitatif. Padang: PT Global Eksekutif Teknologi. 3-4.
Supriyati Ika. (2020). Penerapan Metode Diskusi Dalam Pembelajaran Keterampilan Berbicara Pada Siswa Kelas VIII MTSN 4 Palu. Jurnal Bahasa dan Sastra, 5 (1), 110.
Salsabila. I.I, Jannah Erisya, dan Juanda. (2023). Analisis Modul Ajar Berbasis Kurikulum Merdeka. Jurnal Literasi dan Pembelajaran Indonesia. 3(1), 1788-1790.
Guntoro. (2020). Supervisi Pengawasan dan Kepemimpinan Kepala Sekolah Sebagai Stimulus dalam Meningkatkan Kinerja Guru. Jurnal ilmiah iqra', 14(1), 67.
Mansyur. R. A dan Bunyamin Andi. (2021). Wawasan Kepemimpinan Guru (Teacher Leadership) dan Konsep Guru Penggerak. Education and Learning Jurnal. 2(2), 106.
Ediyanto. (2022). Pemetaan Kebutuhan Belajar Berdasarkan Gaya Belajar Peserta Didik, SEMNASTEKMU, 2(2), 3.
Atikah Isma, Fauzi Rif’an, A. M, dan Firmansyah Ridlo. (2024). Penerapan Strategi Diferensiasi Konten dan Proses Pada Gaya Belajar Berbasis Model Problem Based Learning. Jurnal Penelitian Tindakan Kelas, 1(2), 8.