Penerapan strategi differentiated instruction untuk meningkatkan pemahaman konsep siswa kelas ii pada mata pelajaran matematika di sekolah kristen daerah Jakarta Barat

Simanjuntak, Sion Stepani (2019) Penerapan strategi differentiated instruction untuk meningkatkan pemahaman konsep siswa kelas ii pada mata pelajaran matematika di sekolah kristen daerah Jakarta Barat. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Memahami konsep merupakan salah satu hal penting dalam pembelajaran Matematika. Namun, pada kenyataannya ditemukan siswa kelas 2 memiliki kesulitan dalam memahami konsep Matematika. Oleh karena itu, pada penelitian ini dipilih suatu strategi yaitu Differentiated Instruction. Tujuan dari penelitian ini adalah untuk mengetahui apakah penerapan strategi pembelajaran Differentiated Instruction dapat meningkatkan pemahaman konsep siswa kelas 2B terhadap pelajaran Matematika. Metode yang dilakukan pada penelitian ini adalah metode Penelitian Tindakan Kelas (PTK) dari Robert Pelton yang dilaksanakan dengan dua kali penerapan tindakan. Penelitian ini dilaksanakan di sebuah sekolah Kristen di daerah Jakarta Barat pada tanggal 26 September hingga 16 Oktober 2018 dan dilakukan dengan jumlah 7 pertemuan dengan 2 tindakan. Instrumen yang digunakan untuk mengumpulkan data adalah RPP, umpan balik mentor, jurnal refleksi, tes dan dokumentasi (foto). Hasil penelitian menunjukkan bahwa strategi Differentiated Instruction dapat meningkatkan pemahaman konsep siswa pada ketiga indikator yang digunakan. Pencapaian maksimum tiap Indikator tersebut adalah menyatakan ulang sebuah konsep (72%), mengklasifikasi objek berdasarkan sifat-sifat tertentu sesuai dengan konsepnya (100%), dan menyajikan konsep dalam berbagai bentuk representasi (80%). Melalui 3 langkah penerapan, yaitu mendiagnosa kesiapan dan minat belajar, mengklarifikasi materi, dan memberikan pembelajaran yang bervariasi. /Understanding concepts is one of the important things in learning Mathematics. However, in reality it was found that Grade 2 students had difficulty in understanding the concept of Mathematics. Therefore, in this study a strategy has chosen, namely Differentiated Instruction. The purpose of this study is to determine whether the application of Differentiated Instruction learning strategy can enhance the understanding of the concept of class 2B students on Mathematics. The method carried out in this study is the Classroom Action Research (CAR) method by Robert Pelton which has carried out with two times application of action. The research was conducted at a Christian school in the West Jakarta area on September 26 to October 16, 2018 (there was a school holiday start from October 1-6) and this research was conducted with a total of 7 meetings. The instrumens used to collect data are lesson plans, mentor feedback, reflection journals, tests and documentation (photos). The results of the study shows that the Differentiated Instruction strategy can improve students' understanding of concepts on the three indicators used in this research. The maximum achievement of each Indicator is restating a concept (72%), classifying objects based on certain characteristics according to the concept (100%), and presenting concepts in various forms of representation (80%). By implementing the strategy according to the steps, dignose the students’ level of readiness and interest, clarify the material, and provide variety of learning.

Item Type: Thesis (Bachelor)
Creators:
CreatorsNIMEmail
Simanjuntak, Sion StepaniNIM00000018363UNSPECIFIED
Contributors:
ContributionContributorsNIDN/NIDKEmail
UNSPECIFIEDListiani, TantiUNSPECIFIEDUNSPECIFIED
UNSPECIFIEDZendrato, JuniriangUNSPECIFIEDUNSPECIFIED
UNSPECIFIEDRasilim, ConnieUNSPECIFIEDUNSPECIFIED
Uncontrolled Keywords: differentiated instruction; pemahaman konsep; matematika
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: University Subject > Current > Faculty/School - UPH Karawaci > Faculty of Education > Elementary Teacher Education
Current > Faculty/School - UPH Karawaci > Faculty of Education > Elementary Teacher Education
Depositing User: LAURA APRIANI TAKA
Date Deposited: 13 Mar 2023 02:27
Last Modified: 13 Mar 2023 02:27
URI: http://repository.uph.edu/id/eprint/54942

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