Fenomena Digital Pembelajaran Berdiferensiasi Untuk Memaksimalkan Potensi Peserta Didik Bermetode Brackinalyde Berbasis Tensesdukling

  • Hartini Dewi SMA Negeri 1 Tumpang, Kabupaten Malang, Jawa Timur,  Indonesia

Abstract

As a result of the impact of the zoning policy implemented in schools on the independent learning curriculum, physical, health and behavioral differences were found that institutions could not afford to reject. The formulation of the problem raised is what is the description of students who experience differences in learning so that they implement differentiated learning at SMAN I Tumpang? What are the learning patterns and models used by teachers in implementing differentiated learning? What is the impact of implementing differentiated learning on students in class X with an independent learning curriculum? What percentage of completeness in learning physics is obtained as a result of the learning model used in differentiated learning? The aim of the research is to describe students who experience different conditions from other friends, to describe the learning patterns and models used in implementing differentiated learning, to describe the impacts that occur as a result of implementing differentiated learning, to calculate the percentage of physics learning completeness in differentiated learning classes. This type of qualitative descriptive research is accompanied by simple quantitative, data analysis techniques using phenomenology using the Brackinalyde method. Data collection techniques other than interviews also document formative and summative values. Tensesdukling-based differentiated learning instrument. The conclusions were found to be different students with cognitive, sensory and physical disabilities, and students with emotional or social differences. Differentiated learning patterns and models include online or technology-assisted learning models, interest-based learning, role playing, learning in flexible groups. The positive impact found is that differentiated learning provides the ability for different students to maximize their potential to complete physics learning. Negative impact on the teaching and learning process environment. The environment will give a stigma that teachers treat victims as golden children. The average physics completion percentage in the five classes is 98.8%.

Keywords: fenomenologi, pembelajaran berdiferensiasi, bracketing, intuiting, describing

PDF Downloads

Download data is not yet available.
Published
2023-11-03
How to Cite:
Dewi, H. (2023). Fenomena Digital Pembelajaran Berdiferensiasi Untuk Memaksimalkan Potensi Peserta Didik Bermetode Brackinalyde Berbasis Tensesdukling. Ideguru: Jurnal Karya Ilmiah Guru, 9(1), 29-39. https://doi.org/10.51169/ideguru.v9i1.714
Section
Research Articles
Abstract viewed: 353 times
PDF (Bahasa Indonesia) downloaded: 212 times

References

Abdullah, F. (2019). Fenomena digital era revolusi industri 4.0. Jurnal Dimensi DKV Seni Rupa dan Desain, 4(1), 47-58.DOI: https://doi.org/10.25105/jdd.v4i1.4560

de Souza, M. (2014). Teaching for effective learning in religious education: A discussion of the perceiving thinking; feeling and intuiting elements in the learning process. Journal of Religious Education, 22-30.

Dewi, H. (2022). Grounded Theory with the Triple-C Model in an Effort to Minimize Academic Procrastinations in Learning Physics Based on Livezopadizdo. Ideguru: Jurnal Karya Ilmiah Guru, 7(1), 61-69. DOI: https://doi.org/10.51169/ideguru.v7i1.315

Fitra, D. K. (2022). Pembelajaran Berdiferensiasi dalam Perspektif Progresivisme pada Mata Pelajaran Ipa. Jurnal Filsafat Indonesia, 5(3), 250-258. Jurnal Filsafat Indonesia, Vol 5 No 3 Tahun 2022 ISSN: E-ISSN 2620-7982, P-ISSN: 2620-7990

Gong, Y. (2003). Summarizing audiovisual contents of a video program. EURASIP Journal on Advances in Signal Processing, 2003, 1-102838 (2003). https://doi.org/10.1155/S1110865703211082

Nindito, S. (2005). Fenomenologi Alfred Schutz: Studi tentang konstruksi makna dan realitas dalam ilmu sosial. Jurnal ilmu komunikasi, 2(1).DOI: https://doi.org/10.24002/jik.v2i1.254

Nurdiansyah, H. Y., & Purwanto, A. (2019). PENGARUH STRATEGI PEMBELAJARAN VISUAL, AUDIO, KINESTETIK (VAK) DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR IPA SISWA SEKOLAH DASAR. Visipena, 10(1), 127-134.DOI: https://doi.org/10.46244/visipena.v10i1.495

Nurhalisa, N. (2020). Efektivitas Pendekatan Orton-Gillingham untuk Mengurangi Kesalahan Membaca pada Anak dengan Disleksi (Doctoral dissertation, Universitas Negeri Padang).URI:http://repository.unp.ac.id/id/eprint/30060

Marton, F. (1988). Describing and improving learning. In Learning strategies and learning styles (pp. 53-82). Boston, MA: Springer US.Describing and Improving Learning | SpringerLink

Oktavian, R., & Aldya, R. F. (2020). Efektivitas pembelajaran daring terintegrasi di era pendidikan 4.0. Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan, 20(2), 129-135.Official URL: http://journal.um-surabaya.ac.id/index.php/didakti.

Prakasya, M. B., Narayan, N. B., & Nuryanto, A. B. (2023). Dorsata si Ilmuwan: Mengungkap Kejadian Sains di Sekitar Kita dengan Media Eksperimen Virtual Berbasis Game Edukasi. Ideguru: Jurnal Karya Ilmiah Guru, 9(1), 1-7. https://doi.org/10.51169/ideguru.v9i1.748

Pratama, A. (2022). Strategi Pembelajaran Berdiferensiasi Meningkatkan Kemampuan Literasi Membaca Pemahaman Siswa. Jurnal Didaktika Pendidikan Dasar, 6(2), 605-626. DOI: https://doi.org/10.26811/didaktika.v6i2.545