Metode pembelajaran differentiated instruction untuk mengatasi kesenjangan kemampuan memahami siswa kelas ii sekolah dasar

Siahaan, Julieta (2022) Metode pembelajaran differentiated instruction untuk mengatasi kesenjangan kemampuan memahami siswa kelas ii sekolah dasar. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Keberagaman karakteristik siswa menyebabkan kesenjangan kemampuan memahami. Adapun keberagaman yang dimaksud terdapat siswa slow learner di dalam kelas, dimana jika kesenjangan kemampuan memahami tersebut tidak diatasi akan membuat siswa slow learner semakin tertinggal dari siswa lainnya di kelas. Pemilihan metode pembelajaran differentiated instruction menjadi solusi untuk mengatasi permasalahan ini membawa pada tujuan penulisan, yaitu mengetahui metode pembelajaran differentiatied instruction dalam upaya mengatasi kesenjangan pemahaman siswa kelas II Sekolah Dasar. Melalui metode kualitatif deskriptif didapatkan bahwa kesenjangan kemampuan memahami siswa dapat terjadi karena adanya keberagaman karakteristik siswa, dimana penerapan metode pembelajaran differentiated instruction dapat mengakomodasi keberagaman tersebut dengan media pembelajaran yang disesuaikan dengan kebutuhan belajar masing-masing siswa yang telah diobservasi guru. Guru juga merancang materi dengan sederhana, membentuk siswa dalam kelompok berdasarkan karakteristiknya, menyediakan media pembelajaran yang dapat dipilih siswa sesuai kebutuhannya untuk memahami materi, dan mengevaluasi pembelajaran melalui lembar kerja siswa. Penerapan metode pembelajaran differentiated instruction dapat menjadi solusi untuk mengatasi kesenjangan kemampuan memahami siswa, sehingga siswa dapat mengembangkan kemampuannya untuk kemuliaan Allah. Melalui hasil penerapan metode pembelajaran ini, penulis menyarankan agar mengobservasi kemampuan siswa dengan pre-test, mengomunikasikan kondisi siswa pada orang tua dan konselor sekolah, serta menerapkan tugas multilevel./ The diversity of student characteristics causes gap in understanding abilities. In the classroom, there is a slow learner student characteristic, if the gap in understanding ability is not overcome, it will make the ability of slow learner to lag other students in the class. Differentiated instruction learning method election as a solution for this problem to the aim of this writing, knowing the differentiated instruction learning method to overcome the gap in understanding in grade two of elementary school. Through the descriptive qualitative method, it is found that the gap in students' understanding abilities could occur due to the diversity of student characteristics, where the application of the differentiated instruction learning method could accommodate this diversity with learning media tailored to the students’ needs that had been observed by teacher. The teacher also simplify the learning materials, grouping students based on their characteristics, provides learning media that students can choose according to their needs to have understanding of material, and evaluates learning through student worksheets. The application of differentiated instruction learning methods can be a solution to overcome the gap in students' understanding abilities, so that students can develop their abilities for the glory of God. Through the results of the application of this learning method, the authors suggest observing students' abilities with pre-tests, communicating student conditions to parents and school counselors, and implementing multilevel assignments.

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