CD Tesis

Implementasi Manajemen Pembelajaran Berdiferensiasi Di Smp Negeri 42 Pekanbaru

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EKA SEPTRINA, NIM. 2210246697, Implementation of Differentiated Learning at SMP Negeri 42 Pekanbaru, supervised by Prof. Dr. Neni Hermita,
S.Pd., M.Pd and Dr. Erlisnawati, S.Pd., M.Pd This study aims to analyze the implementation of differentiated learning
management at SMP Negeri 42 Pekanbaru. The background of this study is based on the need to improve the quality of student-centered learning and be able to meet diverse learning needs. Differentiated learning management is considered a solution to accommodate different abilities, interests, and learning styles of
students. The formulation of the problem studied in this study includes how to plan, organize, implement, and assess and evaluate differentiated learning at
SMP Negeri 42 Pekanbaru. The purpose of this study is to evaluate the
implementation of differentiated learning management in these four aspects and
provide recommendations that can help improve its effectiveness. This study uses
a qualitative method with a case study approach. Data were collected through
interviews, observations, and documentation. Data analysis techniques used
include negative case analysis, member checking, transferability, dependability,
and confirmability to ensure the validity and reliability of research findings.
The results of the study indicate that the implementation of differentiated
learning management at SMP Negeri 42 Pekanbaru is already in the good
category for all aspects studied. Differentiated learning planning has been
carried out well, the organization of learning has also been well structured, the
implementation of differentiated learning has been effective, and assessment and
evaluation have been carried out comprehensively and accurately. This shows
that the school has succeeded in implementing differentiated learning
management according to the expected standards. However, this study also found
several areas that still need improvement. One suggestion given is that schools
need to condition classrooms according to existing standards by adjusting the
number of students in the class to the size of the learning space. In addition,
schools need to provide training to teachers to improve their competencies related
to differentiated learning strategies, especially in content and process
differentiation, as well as compiling initial and summative assessments. Teachers
also need to receive ongoing guidance in implementing differentiated learning.
For teachers, creativity is very important in facilitating the different learning
needs of students. Teachers must be responsive in providing services to students
who have different readiness, talents, and interests. For that, teachers need to see
good practices in implementing differentiated learning as inspiration and to
increase their insight. For students, the learning process is a long journey and
each student learns in a different way. They must always strive to grow and
develop in terms of attitude, knowledge, and skills. Students must be active in
learning, such as asking questions, participating in discussions, and providing
responses.
The implication of this study is that differentiated learning will run
optimally not only with the teacher's understanding of the concept and ability to
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design differentiated learning plans, but also the need for supporting facilities
and infrastructure. The number of students in the room has an influence on the
implementation of differentiated learning. The creativity and commitment of
teachers in implementing differentiated learning are determining factors for the
success of the implementation of differentiated learning. This study makes an
important contribution to the field of education, especially in the implementation
of differentiated learning. The findings and recommendations from this study are
expected to be the basis for improving and perfecting learning practices in other
schools that want to implement differentiated learning management.
Keywords: Independent Curriculum, Management, Differentiated Learning

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2210246697

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Administrasi Pendidikan., 2024

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2210246697

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

ADMINISTRASI PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Melda

Versi lain/terkait

Lampiran Berkas

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