AKSAQILAJURNALAKSAQILAJURNAL

Aksaqila International Humanities and Social Sciences [AIHSS] JournalAksaqila International Humanities and Social Sciences [AIHSS] Journal

The goal of this study is to examine the influence of critical diversity literacy on differentiation learning for students at Muhammadiyah University of North Sumatra, a sample of 30 students in two classes for one semester using different teaching approaches. The mix-method research method combines quantitative and qualitative mixed methodologies as well as explanatory sequential design strategies. Inferential t-test statistics, SEM, NVIVO, or WORDCLOUD are among the techniques employed. The results revealed that the diversified instruction learning model had a beneficial influence on learning critical reading of diversity literacy in inclusive education. The differentiated instruction learning model allows students to gain an in-depth understanding of their own diversity, learn to see and hone thinking and communication skills, increase self-confidence, and use critical thinking in viewing diversity in order to have a moderate attitude toward religion. Most students, it is considered, perceive Differentiated Instruction as an effective method of facilitating communication and comprehension in inclusive education courses.

Differentiated teaching in critical diversity literacy is essential for promoting inclusive education.Adapting teaching approaches to suit varied learning styles ensures all learners have access to the curriculum.Customized learning promotes a greater understanding of diverse perspectives, and educators can enhance cultural sensitivity by incorporating multiple viewpoints into classroom activities.This fosters understanding and promotes inclusive education.

Berdasarkan temuan penelitian ini, beberapa saran penelitian lanjutan dapat diajukan. Pertama, penelitian lebih lanjut dapat dilakukan untuk mengeksplorasi efektivitas model pembelajaran berdiferensiasi dalam konteks yang lebih luas, seperti berbagai jenjang pendidikan dan mata pelajaran yang berbeda. Hal ini akan membantu memperluas pemahaman tentang bagaimana model ini dapat diadaptasi dan diimplementasikan secara optimal di berbagai lingkungan pembelajaran. Kedua, penelitian dapat difokuskan pada pengembangan instrumen penilaian yang lebih komprehensif dan valid untuk mengukur dampak pembelajaran berdiferensiasi terhadap literasi keberagaman kritis siswa. Instrumen yang lebih baik akan memungkinkan peneliti untuk mengevaluasi secara lebih akurat perubahan dalam pemahaman, sikap, dan keterampilan siswa terkait keberagaman. Ketiga, penelitian lanjutan dapat menyelidiki peran pelatihan guru dalam keberhasilan implementasi pembelajaran berdiferensiasi. Dengan memahami kebutuhan dan tantangan yang dihadapi guru dalam mengadopsi model ini, program pelatihan yang lebih efektif dapat dirancang untuk meningkatkan kompetensi mereka dalam menciptakan lingkungan belajar yang inklusif dan responsif terhadap keberagaman siswa. Penelitian-penelitian ini diharapkan dapat memberikan kontribusi signifikan terhadap pengembangan praktik pendidikan yang lebih inklusif dan berkeadilan.

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