Implementation Of Differentiated Learning in Natural Sciences Subjects at UPTD SDN 1 Mekarjati, Haurgeulis District, Indramayu Regency

Abstract

One effort to achieve educational goals is to understand how students learn and how students learn and how successful teachers teach.

Data collection methods in this research used interviews, observation and documentation methods. Techniques for ensuring data validity use source triangulation, method triangulation, research triangulation. Data analysis was carried out starting from data reduction, data presentation and drawing conclusions.

The research results show that differentiated learning is carried out in 3 forms, namely differentiated content, process and product. Differentiation is rooted in mapping students' learning needs. Mapping students' learning needs. This mapping of students' learning needs is obtained through an initial survey, pretest or known as initial assessment.

Next, the teacher designs natural and social science learning according to the mapping results. However, differentiating learning does not mean that teachers create different material per student, teach in different ways per student. Teachers also carry out evaluations. The obstacle in implementing this differentiation requires more time to do it and this time is often the problem for teachers. Differentiated learning has been carried out with inspiration for others, both from the implementation of the steps to their implementation.

One effort to achieve educational goals is to understand how students learn and how students learn and how successful teachers teach.

Data collection methods in this research used interviews, observation and documentation methods. Techniques for guaranteeing data validity use source triangulation, method triangulation, research triangulation. Data analysis was carried out starting from data reduction, data presentation and drawing conclusions.

The research results show that differentiated learning is carried out in 3 forms, namely differentiated content, process and product. Differentiation is rooted in mapping students' learning needs. Mapping students' learning needs. This mapping of students' learning needs is obtained through an initial survey, pretest or known as initial assessment.

Next, the teacher designs natural and social science learning according to the mapping results. However, differentiating learning does not mean that teachers create different material per student, teach in different ways per student. Teachers also carry out evaluations. The obstacle in implementing this differentiation requires more time to do it and this time is often the problem for teachers. Differentiated learning has been carried out with inspiration for others, both from the implementation of the steps to their implementation.