Publisher

JURNALSTUDITINDAKANJURNALSTUDITINDAKAN

Journal JURNAL Studi Tindakan Edukatif ( JSTE )JURNAL Studi Tindakan Edukatif ( JSTE ) Abstract

This study aims to enhance students Indonesian language skills at MIN 1 Ternate by implementing the Differentiated Instruction model. Differentiated Instruction (DI) is an approach that tailors teaching methods to meet the diverse needs, interests, and abilities of students, enabling them to achieve better learning outcomes. In Indonesian language education, where students levels of proficiency can vary significantly, DI provides an opportunity to address these differences by offering customized learning experiences. The research adopts a Classroom Action Research (CAR) design, conducted over two cycles, involving students from grades 4 and 5. Data were collected through observations, student assessments, and teacher feedback. The results demonstrate that the Differentiated Instruction model significantly improved student engagement, comprehension, and overall language proficiency. Students showed increased motivation and were able to participate more actively in learning activities, such as reading, writing, and speaking exercises. Teachers also reported that DI allowed them to better manage diverse student needs and provided a more inclusive classroom environment. The study concludes that Differentiated Instruction is an effective teaching strategy for enhancing Indonesian language learning at MIN 1 Ternate. By offering flexible and personalized learning experiences, DI not only improves students language skills but also fosters a more engaging and supportive classroom atmosphere.

Conclusion

The research demonstrates the successful implementation of Differentiated Instruction in improving Indonesian language skills at MIN 1 Ternate.This approach effectively increased student engagement and comprehension, leading to enhanced language proficiency.Despite challenges in time management and social dynamics, the study confirms that tailored learning experiences are crucial for maximizing student potential and fostering an inclusive learning environment.

Future Research

Berdasarkan temuan penelitian, beberapa saran penelitian lanjutan dapat diajukan. Pertama, penelitian lebih lanjut dapat dilakukan untuk menginvestigasi efektivitas Model Pembelajaran Diferensiasi dalam konteks mata pelajaran lain di MIN 1 Ternate, seperti matematika atau ilmu pengetahuan alam, untuk melihat apakah pendekatan ini dapat memberikan hasil yang serupa. Kedua, penelitian dapat difokuskan pada pengembangan modul pelatihan yang lebih komprehensif bagi guru-guru di MIN 1 Ternate, khususnya dalam hal merancang dan mengimplementasikan kegiatan pembelajaran yang terdiferensiasi secara efektif, termasuk pemanfaatan teknologi sebagai alat bantu. Ketiga, studi lanjutan dapat dilakukan untuk mengeksplorasi dampak jangka panjang dari penerapan Model Pembelajaran Diferensiasi terhadap motivasi belajar siswa dan pencapaian akademik mereka secara keseluruhan, serta bagaimana pendekatan ini dapat membantu siswa mengembangkan keterampilan abad ke-21 seperti berpikir kritis, kreativitas, dan kolaborasi. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi yang signifikan terhadap peningkatan kualitas pendidikan di MIN 1 Ternate dan sekolah-sekolah lain di Indonesia.

Metadata

File size	319.81 KB
Pages	8
DMCA	Report