Implementing Differentiated Learning in Biology: A Practical Approach to the Independent Curriculum

Siti Nur Safitri; Muhamad Jalil; Yeni Purwiyanti

doi:10.24235/sc.educatia.v14i1.18547

Implementing Differentiated Learning in Biology: A Practical Approach to the Independent Curriculum

Siti Nur Safitri^(1*), Muhamad Jalil⁽²⁾, Yeni Purwiyanti⁽³⁾,

(1) Institut Agama Islam Negeri Kudus
(2) Institut Agama Islam Negeri Kudus
(3) Institut Agama Islam Negeri Kudus
(*) Corresponding Author

Abstract

This study aims to determine the planning, implementation, inhibiting and supporting factors, and impacts on biology subjects through differentiated learning based on learning outcomes. The research method used is a qualitative approach through interviews, observations, and documentation. The data analysis technique is in the form of data reduction provided by the respondents at the time of the interview to strengthen the results of the interview and observation is presented with pictures with clear information. The results of the study show that there are 4 things in differentiated learning planning, including: 1) Teacher debriefing, 2) Lesson plan design, 3) Completion of learning tasks and activities, and 4) Final assessment and evaluation in learning. The implementation of differentiated learning is able to increase student motivation and engagement. Inhibiting factors include limited human resources, technology, and lack of parental participation. In addition, supporting factors include support from schools, updating learning books, and the existence of educational platforms. The impact of differentiated learning on biology subjects based on learning outcomes can be seen as an increase in students' enthusiasm and enjoyment, as well as better learning outcomes. In addition, students can explore material according to their interests and learning styles and there is also a Pancasila student profile (P5).

Keywords

Independent Curriculum; Diffrentiated Program; Biologi Learning

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DOI: 10.24235/sc.educatia.v14i1.18547