Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Intan Octavira Pitarti
SD Negeri Bugangan 03 Semarang
Education

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
ANALISIS PELAKSANAAN STASIUN BELAJAR DALAM PEMBELAJARAN DIFERENSIASI MATERI BUMI BERUBAH DI KELAS V SD NEGERI BUGANGAN 03 SEMARANG Dian Astuti; Devia Putri Erita Sari; Mudzanatun; Intan Octavira Pitarti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14634

Abstract

This study aimed to describe the implementation of learning stations in differentiated instruction on the topic “The Changing Earth” in Grade V at SD Negeri Bugangan 03 Semarang. The study employed a descriptive qualitative approach with fifth-grade students of SD Negeri Bugangan 03 Semarang as the research subjects. Data collection techniques included observation, interviews, documentation, and student engagement questionnaires. Differentiated instruction was implemented through four learning stations, namely the digital station, action station, creation station, and information station. The results showed that the implementation of learning stations was able to increase student engagement in the learning process. Students were more active in discussions, collaboration, asking questions, and expressing their opinions during learning activities. The use of learning media such as videos, laptops, tornado dioramas, and earthquake infographics helped students understand that natural events can turn into natural disasters when they have impacts on human life. The questionnaire results indicated that most students gave positive responses to differentiated instruction based on learning stations. In addition, observations from the mentor teacher showed that differentiated instruction based on learning stations also supported the development of teachers’ pedagogical competence in designing and implementing active, varied, and student-centered learning.
Co-Authors Devia Putri Erita Sari Dian Astuti Mudzanatun