Development of Differentiated Learning Tools As An Initiator of Independent Learning
Main Article Content
Abstract
Abstract
This research aims to (1) understand the development of differentiated learning tools as initiators of independent learning, (2) assess the feasibility of differentiated learning tools as initiators of independent learning, and (3) determine the effectiveness of learning using differentiated learning tools as initiators of independent learning. The research adopted the Research and Development (R&D) methodology, employing data collection techniques such as documentation, observation, interviews, and questionnaires. The research yielded learning tools in the form of Syllabus (RPS), Lesson Implementation Plan (LKM), authentic evaluation instruments, and instruments for learning styles that are highly suitable according to experts. The effectiveness of the tools was evidenced by significantly high scores with a Sig (2-tailed) value less than 0.05.
Abstrak
Penelitian ini bertujuan untuk (1) Memahami cara mengembangkan perangkat pembelajaran berdiferensiasi sebagai inisiator merdeka belajar, (2) Mengetahui kelayakan perangkat pembelajaran berdiferensiasi sebagai inisiator merdeka belajar, (3) Mengetahui efektivitas pembelajaran menggunakan perangkat pembelajaran berdiferensiasi sebagai inisiator merdeka belajar. Jenis dari penelitian yang dipakai adalah penelitian Research and Developement (R&D). Teknik pengumpulan data menggunakan dokumentasi, observasi, wawancara, dan angket. Hasil penelitian perangkat pembelajaran berupa RPS, LKM, instrumen evaluasi autentik, dan instrumen untuk gaya belajar yang sangat layak digunakan menurut ahli serta perangkat efektiv dengan nilai yang sangat signifikan ditandai dengan skor Sig (2-tailed) kurang dari 0,05.
Kata kunci: Perangkat pembelajaran berdiferensiasi; merdeka belajar
Downloads
Article Details
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in PHENOMENON.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineke Citra
Arvianto I.R., dkk. (2019). Pengembangan Perangkat Pembelajaran untuk Meningkatkan Kemampuan Berpikir Kreatif dalam Upaya Menuju Era Industri 4.0. Jurnal Pendidikan Matematika Vol. 2 | No. 2, hal 93-102, Desember 2019
Fuadi, T.M. (2021). Konsep Merdeka Belajar-Kampus Merdeka (MBKM) : Aplikasinya dalam Pendidikan Biologi. Prosiding Seminar Nasional Biotik Vol 9, No. 2, hal 183-200
Hasanah, E, et al. (2022). Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia. Educ. Sci. 2022, 12, 650
Jørgensen, M.T & Lena, B. (2021). Using differentiated teaching to address academic diversity in higher education. Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Volume 14: Issue 2 p. 87-110 (2021)
Maydiantoro, A. (2021). Model-Model Penelitian Pengembangan (Research And Development. Lampung: LPPM Unila
Mintz, S. 2016. Differentiated Instruction in the College Classroom. https://www.insidehighered.com/blogs/higher-ed-gamma/differentiated-instruction-college-classroom diakses pada selasa 15 November, 2022
Monalisa, L. & Trapsilasiwi, D. (2016). Pengembangan Perangkat Pembelajaran Mata Kuliah Teori Bilangan Program Studi Pendidikan Matematika Berdasarkan Kurikulum Kerangka Kualifikasi Nasional Indonesia (KKNI). Pancaran, Vol. 5, No. 4, hal 191-200, November 2016
Pozas, M. et al. (2019). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs Volume20, Issue 3 July 2020 p. 217-230
Romla, S. (2021). Implementation of Merdeka Belajar at Kampus Merdeka"Rights to Learn Three Semesters Outside the Study Program" [Implementasi Merdeka Belajar Kampus Merdeka “Hak Belajar Tiga Semester Di Luar Program Studi”]. Psychology and Education Conference Facing The Era of Merdeka Belajar, Vol 10 (2021)
Sahril, S. et al. (2021). The Impact of Differentiated Instruction on Students’ Performance in Critical Reading. Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 1, p. 275-283 (2021)
Siregar, A. (2020). Pengembangan Perangkat Pembelajaran pada Mata Kuliah Kimia Dasar berdasarkan Kurikulum KKNI. Journal of Educational Chemistry (JEC), 2(1), 1-8.
Tomlinson, C. A.(2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD: USA
Turner, W.D., et al. (2017). Differentiating Instruction for Large Classes in Higher Education. International Journal of Teaching and Learning in Higher Education. 2017, Volume 29, Number 3, 490-500
Wicaksono, G.W, dkk. (2017). Desain Perangkat Pembelajaran Pendidikan Tinggi dengan Sistem Lective Gegulang™. JNTETI, Vol. 6, No. 4, hal 416-422, November 2017