Publisher

UNIFLORUNIFLOR

Journal Prima Magistra: Jurnal Ilmiah KependidikanPrima Magistra: Jurnal Ilmiah Kependidikan Abstract

This study aims to analyze the effect of process-based differentiation learning on student learning outcomes at SMA POMOSDA Tanjunganom. With a quantitative approach using a quasi-experimental research design, this study involved two groups: an experimental group that applied differentiated learning and a control group that used conventional methods. The study results showed that applying process-based differentiated learning can significantly improve student learning outcomes. These findings are expected to contribute to developing more effective learning methods and encourage educators to use a more responsive approach to students needs. Process-based differentiation learning has a significant favorable influence on student learning outcomes. The research results can also provide educators insight into designing more exciting and adaptive learning strategies.

Conclusion

The research demonstrates that process-based differentiated learning positively impacts student learning outcomes at SMA POMOSDA Tanjunganom.The study employed a robust methodology, including validity and reliability assessments of the research instrument, ensuring the quality of the data collected.These findings contribute to the development of more effective learning methods and encourage educators to adopt student-responsive approaches.

Future Research

Future research should explore the long-term effects of process-based differentiated learning on student academic performance and motivation, extending the observation period beyond the scope of this study. Additionally, investigations into the specific types of student differences that most benefit from this approach – such as learning styles, prior knowledge, or individual interests – could refine implementation strategies. Furthermore, research could focus on the challenges teachers face when implementing differentiated learning and develop targeted professional development programs to address these obstacles, ultimately fostering a more inclusive and effective learning environment for all students. These studies should also investigate the scalability of this approach in different educational contexts and with varying resource availability, ensuring its potential for widespread adoption and positive impact.

References

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