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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Tutin Darisa
Universitas Muhammadiyah Jakarta
Education

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KONSEP DASAR UMPAN BALIK DALAM PEMBELAJARAN: SEBUAH KAJIAN PUSTAKA TENTANG PERAN DAN FUNGSINYA DALAM MENINGKATKAN HASIL BELAJAR Tutin Darisa; Yuniarti Wahyuning Mastuti; Erniawati; Muhammad Misbakul Munir
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.v12i02.15044

Abstract

Feedback is an essential component of learning that plays an important role in improving the quality of the learning process and students’ learning outcomes. However, in practice, feedback is often limited to the provision of scores or brief comments and has not been optimally utilized as a tool for improving learning. This study aims to examine the basic concepts of feedback in learning and analyze its roles and functions in enhancing students’ learning outcomes. The study employed a qualitative approach using a library research method. Data were collected from various scientific literature sources, including academic books, national and international journal articles, and other relevant scholarly documents. Data analysis was conducted through content analysis and thematic analysis to identify key concepts, principles, and findings related to feedback in learning. The findings indicate that effective feedback should be specific, clear, relevant, and delivered in a timely manner. Feedback is also closely related to formative assessment because it helps students identify mistakes, strengthen conceptual understanding, increase learning motivation, and develop self-regulation and metacognitive skills. In addition, feedback functions as a pedagogical communication tool that supports more interactive and student-centered learning. Therefore, feedback can be concluded as a strategic element in learning that significantly contributes to improving the quality of both the learning process and learning outcomes when designed and implemented effectively.
EKSPLORASI POLA PEMBELAJARAN BERBASIS DIFERENSIASI: STUDI KOMPARATIF ANTARA SDN 15 PARIT BINTANG DAN SDN 05 SUNGAI PADUAN Tutin Darisa; Sholehuddin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16631

Abstract

This study aims to explore and compare the patterns of implementing differentiated instruction in two elementary schools, namely SDN 15 Parit Bintang and SDN 05 Sungai Paduan. The background of this research is based on the demands of 21st-century education, which require learning to be adaptive to the diverse characteristics of students. This study employed a qualitative approach with a descriptive comparative design. Data were collected through participant observation, semi-structured interviews, and document analysis, involving school principals and teachers as participants. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that the implementation of differentiated instruction at SDN 05 Sungai Paduan is more systematic and integrated compared to SDN 15 Parit Bintang. SDN 05 Sungai Paduan has implemented diagnostic assessment, a variety of instructional strategies, differentiation of process and product, as well as continuous formative assessment. In contrast, SDN 15 Parit Bintang still demonstrates partial implementation, characterized by uniform learning practices, limited mapping of students’ needs, and less varied use of strategies and learning media. These findings indicate that the success of differentiated instruction is highly influenced by teachers’ pedagogical readiness and the support of the school system. Therefore, strengthening teacher competencies and institutional support is necessary to create adaptive, inclusive, and student-centered learning.
Co-Authors Erniawati Muhammad Misbakul Munir Sholehuddin Yuniarti Wahyuning Mastuti