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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Action Research Journal Indonesia (ARJI)
Jovita Ridhani
Universitas Sebelas Maret
Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Unpacking the Layers: A Comparative Insight into Differentiated Instruction Strategies for Deeper Learning Across Educational Contexts Ratna Juwita; Fatma Sukmawati; Eka Budhi Santosa; Budi Tri Cahyono; Relly Prihatin; Suparmi Suparmi; Jovita Ridhani; Sari Trisnaningsih
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.510

Abstract

Indonesian teachers, especially in Central Java, encountered challenges in crafting differentiated activities to create deeper learning form students. They include being able to determine students’ prior knowledge and readiness, along with what works best for how learners like to learn (themselves using delivery and assessment methods) in related to individual learners. The research was conducted to explore kindergarten, elementary and secondary school teachers (n = 112) practices about implementation of differentiated instruction for deeper learning in public and private schools n= 35 using descriptive qualitative method. The data collection technique was carried out with Self-Reported Essays, Video-Taped DI Practices and Interviews at the Teacher Appreciation event in Indonesia. The findings revealed that the most frequently used in all levels are giving explanation, providing additional support, and set goals. Furthermore, important variations in the selection of materials, goal introduction, prior knowledge activation, adapted instruction, grouping, adapted materials and varied assessment were also found across levels. This article suggests that teacher professional development be focused on strengthening differentiated teaching practices through classroom supervision programs and practical workshops. Areas of development that need to be carried out include understanding the concept of DI, the application of techniques such as flexible grouping and formative assessment, the design of differentiated lesson plans, and the use of adaptive learning media and supporting technologies.
Capturing Teacher Readiness for Adapting Playful Virtual Reality in The Learning Process Fatma Sukmawati; Jovita Ridhani; Sari Trisnaningsih
Teknodika Vol 23, No 2 (2025): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v23i2.106523

Abstract

Technological Content Knowledge (TCK) is a concept that describes the three main components of knowledge that a teacher must possess such as content, pedagogy, and technology. TCK is a concept of how technology and content affect each other. Teachers need to use technology and explain lesson concepts in the form of learning content with the help of certain technologies. However, the problem is that some teachers are not proficient in creating learning content using technology, even though they are already proficient in using technology in everyday life. So it is necessary to map the teacher's ability to use technology and create content so that training activities can be planned to complement their teaching needs. In response to these problems, we conducted mixed method research (qualitative and quantitative method) that aims to capture the level of technology and content-creating skills of teachers in Indonesia. We involved 20 Motivating Teachers from several elementary schools in Surakarta. This study is preliminary research as part of our ongoing Virtual Reality development project. Data were collected from questionnaires and documentation. Based on data analysis, 80.75% of teachers can use ICT, 79.67% teachers can apply ICT in learning, and only 30% can manage content. The next stage of this research will train these teachers to create subject matter content using playful technology, creating content about care for animals using virtual reality technology. This study provides recommendations to teachers and local governments that efforts to improve the quality of classroom learning can be started by improving teacher literacy technology first and then training them to create interesting technology-assisted learning content for students
Co-Authors Budi Tri Cahyono Eka Budhi Santosa Fatma Sukmawati Ratna Juwita Relly Prihatin Sari Trisnaningsih Suparmi Suparmi