PENINGKATAN KUALITAS PEMBELAJARAN GURU MELALUI WORKSHOP DAN PENDAMPINGAN PEMBELAJARAN BERDIFERENSIASI
Abstract
Abstrak: Masalah yang sering terjadi dalam sekolah adalah kualitas pembelajaran guru. Kualitas pembelajaran guru yang sering terjadi berkaitan dengan lemahnya strategi guru dalam menyajikan materi pelajaran yang memperhatikan kemampuan dan bakat siswa. Tujuan pengabdian kepada masyarakat ini adalah mendampingi sekolah untuk membuat RPP dan melaksanakan pembelajaran berdiferensiasi guna meningkatkan kualitas pembelajaran. Metode yang dilaksanakan dengan memberikan workshop penyusunan RPP berdiferensiasi dan melakukan pendampingan terhadap praktik pembelajaran guru pasca workshop. Hasil menunjukkan bahwa setiap peserta telah mampu membuat RPP berdiferensiasi dengan baik dan dapat mempraktikkan pembelajaran yang berpihak pada peserta didik. Hal ini dibuktikan dengan hasil angket pemahaman guru sebelum dan sesudah workshop. Selain itu pemahaman peserta juga diukur berdasarkan umpan balik peserta workshop per mata pelajaran. Dalam melihat dampak implementasi pembelajaran berdiferensiasi dalam praktik mengajar, maka perlu mengetahui respon siswa. Hasil angket yang diberikan kepada siswa menunjukkan 92% siswa memberikan respon yang menyenangkan terhadap pembelajaran guru setelah praktik.
Abstract: The problem that often occurs in schools is the quality of teacher learning. The quality of teacher learning that often occurs is related to the weakness of the teacher's strategy in presenting subject matter that pays attention to the abilities and talents of students. The purpose of this community service is to assist schools in making lesson plans and implementing differentiated learning to improve the quality of learning. The method is carried out by providing workshops on preparing differentiated lesson plans and assisting teacher learning practices after the workshop. The results show that each participant has been able to make well-differentiated lesson plans and can practice pro-student learning. This is evidenced by the teacher's understanding of questionnaire results before and after the workshop. In addition, participants' understanding was also measured based on workshop participants' feedback per subject. In looking at the impact of implementing differentiated learning in teaching practice, it is necessary to know the students' responses. The questionnaire results showed that 92% of students responded pleasantly to the teacher's learning after the practice.
Keywords
Full Text:
DOWNLOAD [PDF]References
Aisyah, H., Maulana, I. T., Rahmelina, L., & Firdian, F. (2020). Implementasi Teknologi Positif Dalam Meningkatkan Kualitas Pendidikan. JCES (Journal of Character Education Society), 3(1), 86–94. https://doi.org/10.31764/jces.v3i1.1309
Baatar, A., Sandag, O., & Nyamjav, S. (2020). Study of attitudes towards interprofessional education -based on survey from Mongolian National University of Medical Sciences Faculties in Mongolia. IOSR Journal of Dental and Medical Sciences, 19, 56–62. https://doi.org/10.9790/0853-1905025662
Brevik, L., Gunnulfsen, A., & Renzulli, J. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education, 71, 34–45. https://doi.org/10.1016/j.tate.2017.12.003
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted, 37(2), 111–127.
https://doi.org/10.1177/0162353214529042
Dwiranata, D., Pramita, D., & Syaharuddin, S. (2019). Pengembangan Media Pembelajaran Matematika Interaktif Berbasis Android Pada Materi Dimensi Tiga Kelas X SMA. Jurnal Varian, 3(1), 1–5. https://doi.org/10.30812/varian.v3i1.487
George, P. S. (2005). A Rationale for Differentiating Instruction in the Regular Classroom. Theory Into Practice, 44(3), 185–193. https://doi.org/10.1207/s15430421tip4403_2
Harrison, R. A., Harrison, A., Robinson, C., & Rawlings, B. (2018). The experience of international postgraduate students on a distance-learning programme. Distance Education, 39(4), 480–494. https://doi.org/10.1080/01587919.2018.1520038
Inanna, I. (2018). Peran Pendidikan Dalam Membangun Karakter Bangsa Yang Bermoral. JEKPEND: Jurnal Ekonomi dan Pendidikan, 1(1), 27. https://doi.org/10.26858/jekpend.v1i1.5057
Media, K. C. (2022, April 3). Kurikulum Merdeka Disebut Memiliki 3 Keunggulan, Apa Saja? Halaman all. KOMPAS.com.
https://edukasi.kompas.com/read/2022/04/03/130000471/kurikulum-merdeka-disebut-memiliki-3-keunggulan-apa-saja-
Mustari, M. (2022). Manajemen Pendidikan Di Era Merdeka Belajar. UIN Sunan Gunung Djati. Bandung, 116.
Nasution, M. K. (2017). Penggunaan Metode Pembelajaran Dalam Peningkatan Hasil Belajar Siswa. 11(1), 8.
Podolsky, A., Kini, T., Darling-Hammond, L., & Bishop, J. (2019). Strategies for Attracting and Retaining Educators: What Does the Evidence Say? Education Policy Analysis Archives, Multilingual Journal, 27(38), 1–47.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools. American Educational Research Journal, 48(2), 462–501. https://doi.org/10.3102/0002831210382891
Roiha, A., & Polso, J. (2021). The 5-dimensional model: A tangible framework for differentiation. Practical Assessment, Research, and Evaluation, 26(1). https://doi.org/10.7275/22037164
Sekretariat GTK. (2020). Merdeka Belajar. http://gtk.kemdikbud.go.id/read-news/merdeka-belajar
Silalahi, U. (2015). Metode Penelitian Sosial Kuantitatif. Journal of Visual Languages & Computing, 11(3), 287–301.
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Sucipto, L., & Syaharuddin, S. (2018). Konstruksi Forecasting System Multi-Model untuk pemodelan matematika pada peramalan Indeks Pembangunan Manusia Provinsi Nusa Tenggara Barat. Register: Jurnal Ilmiah Teknologi Sistem Informasi, 4(2), 114. https://doi.org/10.26594/register.v4i2.1263
Suhartono, O. (2021). Kebijakan Merdeka Belajar dalam Pelaksanaan Pendidikan di Masa Pandemi Covid-19. AR-ROSIKHUN: Jurnal Manajemen Pendidikan Islam, 1(1), Article 1. https://ejournal.uin-malang.ac.id/index.php/alrosikhuun/article/view/13897
Syaharuddin, S., & Ibrahim, M. (2017). Aplikasi Sistem Informasi Desa Sebagai Teknologi Tepat Guna Untuk Pendataan Penduduk Dan Potensi Desa. JMM (Jurnal Masyarakat Mandiri), 1(1), 60. https://doi.org/10.31764/jmm.v1i1.14
Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. For full text: http://ericece. https://eric.ed.gov/?id=ED443572
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and Student Success in a Differentiated Classroom.
Weselby, C. (2021). Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator. https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/
DOI: https://doi.org/10.31764/jmm.v6i5.9682
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Ajeng Gelora Mastuti, Abdillah, Maya Rumodar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
________________________________________________________________
JMM (Jurnal Masyarakat Mandiri) p-ISSN 2598-8158 & e-ISSN 2614-5758
Email: [email protected]
________________________________________________________________
JMM (Jurnal Masyarakat Mandiri) already indexing:
________________________________________________________________
JMM (Jurnal Masyarakat Mandiri) OFFICE: