EFEKTIVITAS PEMBELAJARAN BERBASIS DIFFERENTIATED INSTRUCTION DALAM MENINGKATKAN HASIL BELAJAR KELAS V SISWA SEKOLAH DASAR
Abstract
Penelitian ini bertujuan untuk menganalisis efektivitas Differentiated Instruction (DI) dalam meningkatkan hasil belajar siswa sekolah dasar. Metode penelitian yang digunakan adalah pendekatan campuran (mixed-method) dengan pengumpulan data melalui tes hasil belajar, observasi kelas, wawancara guru, dan angket siswa. Hasil penelitian menunjukkan bahwa penerapan DI mampu meningkatkan rata-rata nilai siswa sebesar 20%, serta meningkatkan motivasi dan keterlibatan siswa dalam pembelajaran. Sebanyak 85% siswa merasa lebih mudah memahami materi, sementara 88% lebih termotivasi setelah pembelajaran dengan DI. Meskipun demikian, penelitian ini juga menemukan tantangan dalam implementasi DI, seperti kesiapan guru, keterbatasan waktu, dan penyusunan materi yang beragam. Oleh karena itu, dukungan pelatihan bagi guru serta kebijakan pendidikan yang lebih fleksibel diperlukan untuk memastikan efektivitas DI dalam pembelajaran. Secara keseluruhan, DI terbukti sebagai strategi pembelajaran yang inklusif dan adaptif, yang dapat meningkatkan hasil belajar siswa dengan menyesuaikan pendekatan pengajaran berdasarkan kebutuhan individu mereka.
References
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Shareefa, M. (2021). Using differentiated instruction in multigrade classes: A case of a small school. Asia Pacific Journal of Education, 41(1), 167–181.
Sudrajad, W., Sulistyaningsih, S., & Ulfa, F. (2023). Increasing Student’s Ability to Write Descriptive Text Using the Brainstorming Method. International Journal of English and Applied Linguistics (IJEAL), 3(2), 109–118.
Syakur, A., Sudrajad, W., & Masruroh, M. (2023). POLITENESS STRATEGIES USED BY MAJOR CHARACTERS IN JANE AUSTEN’S NOVEL, PRIDE AND PREJUDICE. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 7(2), 550–564. https://doi.org/10.30743/ll.v7i2.8199
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Yani, D., Muhanal, S., & Mashfufah, A. (2023). Implementasi assemen diagnostic untuk menentukan profil gaya belajar siswa dalam pembelajaran diferensiasi di sekolah dasar. Jurnal Inovasi Dan Teknologi Pendidikan, 1(3), 241–250.
Arhinza, A., Sukardi, S., & Murjainah, M. (2023). Analisis Pembelajaran Diferensiasi Berbasis P5 pada Mata Pelajaran IPAS Kelas IV Sekolah Dasar. Journal on Education, 6(1), 6518–6528.
Astuti, Y. F., Syafei, M., & Suryani, F. B. (2023). ENGLISH JUNIOR HIGH SCHOOL TEACHERS’AND STUDENTS’PERSPECTIVES OF DIFFERENTIATED INSTRUCTION PRACTICES IN KURIKULUM MERDEKA. SIMPLE: International Journal of English Education, 1(1), 30–34.
Batubara, A. U., Rifadli, R., & Telaumbanua, I. A. (2025). Efektivitas Pendekatan Differentiated Instruction Dalam Meningkatkan Pemahaman Konsep Pecahan Pada Siswa Sekolah. Jurnal Pengabdian Masyarakat Variasi, 2(1), 26–30.
Begum, S., & Ambreen, M. (2021). Differentiated Instruction Based on Formative Assessment in Associate Degree in Education Program. Journal of Educational Research (1027-9776), 24(1).
Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: a configurative review. Nordic Journal of Studies in Educational Policy, 8(3), 157–170.
Farid, I., Yulianti, R., Hasan, A., & Hilaiyah, T. (2022). Strategi pembelajaran diferensiasi dalam memenuhi kebutuhan belajar peserta didik di sekolah dasar. Jurnal Pendidikan Dan Konseling (JPDK), 4(6), 11177–11182.
Fitriani, N., & Leton, S. I. (2024). Utilizing e-comic media for differentiated learning: A realistic mathematics education approach to stimulate learning interest. Journal of Honai Math, 7(1), 71–90.
Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383–1400.
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction. Teaching and Teacher Education, 107, 103503.
Lexy J. Moeloeng. (2019). Metodologi penelitian kualitatif (revisi). PT Remaja Rosdakarya. https://opac.perpusnas.go.id/DetailOpac.aspx?id=1133305
Lindawati, L. (2022). Pendekatan differentiated instruction Dalam Meningkatkan hasil belajar caption Siswa Kelas XII MIPA-1 di Sman 1 peukan baro.
Muktamar, A. (2023). Implementation of differentiated learning in indonesian language courses: realizing freedom of learning. ETDC: Indonesian Journal of Research and Educational Review, 2(4), 44–54.
Pozas, M., Letzel, V., Lindner, K.-T., & Schwab, S. (2021). DI (differentiated instruction) does matter! The effects of DI on secondary school students’ well-being, social inclusion and academic self-concept. Frontiers in Education, 6, 729027.
Purba, M., Purnamasari, N., Soetantyo, S., Suwarna, I. R., & Susanti, E. I. (2021). Naskah Akademik Prinsip Pengembangan Pembelajaran Berdiferensiasi (Differentiated Instruction) Pada Kurikulum Fleksibel Sebagai Wujud Merdeka Belajar. Pusat Kurikulum Dan Pembelajaran, Badan Standar, Kurikulum, Dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, Dan Teknologi, Republik Indonesia.
Qorib, M. (2024). Analysis the Impact of Differentiated Instruction on Critical Diversity Literacy in Inclusive Education. Aksaqila International Humanities and Social Sciences [AIHSS] Journal, 3(1), 1–19.
Rahmah, S., Dalila, A. A., Liliawati, W., & Setiawan, A. (2022). Pendekatan Pembelajaran Diferensiasi dalam Model Inkuiri terhadap Kemampuan Numerasi Siswa. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 6(2), 393–401.
Renzulli, J. (2023). The multiple menu model: A practical guide for developing differentiated curriculum. Routledge.
Shareefa, M. (2021). Using differentiated instruction in multigrade classes: A case of a small school. Asia Pacific Journal of Education, 41(1), 167–181.
Sudrajad, W., Sulistyaningsih, S., & Ulfa, F. (2023). Increasing Student’s Ability to Write Descriptive Text Using the Brainstorming Method. International Journal of English and Applied Linguistics (IJEAL), 3(2), 109–118.
Syakur, A., Sudrajad, W., & Masruroh, M. (2023). POLITENESS STRATEGIES USED BY MAJOR CHARACTERS IN JANE AUSTEN’S NOVEL, PRIDE AND PREJUDICE. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 7(2), 550–564. https://doi.org/10.30743/ll.v7i2.8199
Wibowo, S., & Fitriany, A. (2025). INTEGRASI PENDEKATAN KONTEKSTUAL DALAM PEMBELAJARAN SEJARAH: STUDI PADA MATA KULIAH SEJARAH KEBUDAYAAN INDONESIA. Consilium: Education and Counseling Journal, 5(1), 678–690.
Yani, D., Muhanal, S., & Mashfufah, A. (2023). Implementasi assemen diagnostic untuk menentukan profil gaya belajar siswa dalam pembelajaran diferensiasi di sekolah dasar. Jurnal Inovasi Dan Teknologi Pendidikan, 1(3), 241–250.
Published
2024-08-30
How to Cite
ERDIANA, Lita.
EFEKTIVITAS PEMBELAJARAN BERBASIS DIFFERENTIATED INSTRUCTION DALAM MENINGKATKAN HASIL BELAJAR KELAS V SISWA SEKOLAH DASAR.
Consilium: Education and Counseling Journal, [S.l.], v. 4, n. 2, p. 633-645, aug. 2024.
ISSN 2775-9466.
Available at: <https://unars.ac.id/ojs/index.php/consilium/article/view/6220>. Date accessed: 04 apr. 2025.
doi: https://doi.org/10.36841/consilium.v4i2.6220.
Section
Articles
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