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All Journal JURNAL PENDIDIKAN MIPA Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Nur Aulia Hidayatni
Universitas Mataram
Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Social Sciences Other

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Evaluasi Pelatihan Program Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka Menggunakan Model Kirkpatrick di SDN 1 Gerung Utara Mia Tri Ardene; Pusfita Hunaeda; Istiharah; Nur Aulia Hidayatni; Candra
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1849

Abstract

This study aims to evaluate the effectiveness of differentiated instruction training in the implementation of the Merdeka Curriculum using the Kirkpatrick Model. The study employs a mixed-methods approach with a sequential explanatory design, which integrates quantitative and qualitative data in stages. The research subjects’ teachers in SDN 1 Gerung Utara who participated in differentiated learning training. Data collection was conducted through questionnaires, tests, observations, interviews, and documentation, which were analyzed based on the four Kirkpatrick levels: reaction, learning, behavior, and results. The results of this study indicate that the differentiated learning training was generally deemed effective in enhancing teachers’ competencies and the quality of learning at SDN 1 Gerung Utara. At the reaction level, the training received a very positive response with an average of 86.25%, indicating that the lessons were highly relevant and engaging. This was followed by concrete knowledge gains at the learning level, evidenced by an increase in the average posttest score from 64.22 on the pretest to 82.10, which falls into the moderate N-Gain category. This improvement is not merely theoretical; it also impacts teachers’ teaching practices. This is particularly true for managing heterogeneous classrooms, with an 85% success rate. More broadly, this training has significantly increased student engagement, fostered more varied learning experiences, and improved overall student learning outcomes. Teachers also reported feeling more confident in creating flexible lesson plans aligned with the Merdeka Curriculum. The study concluded that the behavioral changes and outcomes achieved must be sustained through further mentoring and institutional support, even though the results were already quite positive.
Pengembangan Mathematical Task Berbasis TaRL (Teaching at the Right Level) pada Materi Bangun Ruang Kelas V Sekolah Dasar: Desain Skenario Didaktis Nur Aulia Hidayatni; Abdul Kadir Jaelani; Mohammad Archi Maulyda
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4406

Abstract

Penelitian ini bertujuan untuk mengembangkan Mathematical Task berbasis Teaching at the Right Level (TaRL) pada materi bangun ruang kelas V sekolah dasar yang valid, praktis, dan efektif digunakan dalam pembelajaran matematika. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Penelitian dilaksanakan di SDN 11 Cakranegara dengan subjek sebanyak 29 siswa kelas V. Teknik pengumpulan data menggunakan tes, observasi, wawancara, dan angket. Hasil penelitian menunjukkan bahwa Mathematical Task berbasis TaRL memperoleh kategori sangat valid berdasarkan hasil validasi ahli instrumen, ahli materi, dan ahli bahasa dengan persentase antara 90% hingga 100%. Tingkat kepraktisan diperoleh dari respon siswa sebesar 96,15% dan respon guru sebesar 100% dengan kategori sangat praktis. Tingkat efektivitas ditunjukkan oleh peningkatan rata-rata hasil belajar siswa dari 62,73 menjadi 82,69 dengan peningkatan sebesar 19,96 poin, serta peningkatan jumlah siswa pada level tinggi dari 13 siswa menjadi 19 siswa. Selain itu, siswa menjadi lebih aktif, antusias, dan mudah memahami konsep bangun ruang melalui pembelajaran yang disesuaikan dengan tingkat kemampuan mereka. Dengan demikian, penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan desain Mathematical Task berbasis TaRL sebagai alternatif pembelajaran matematika yang mampu mengakomodasi perbedaan kemampuan siswa serta mendukung peningkatan hasil belajar siswa pada materi bangun ruang di sekolah dasar.
Co-Authors Abdul Kadir Jaelani Candra Istiharah Mia Tri Ardene Mohammad Archi Maulyda Pusfita Hunaeda