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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Language and Literature Studies
Puspitasari, Ananda Heryunita
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Education Languange, Linguistic, Communication & Media Other

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IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI PADA SEKOLAH PENGGERAK SD NEGERI SAMPANGAN 01 Puspitasari, Ananda Heryunita; Farid Ahmadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13349

Abstract

Menjadi Sekolah Penggerak tentunya memiliki kewajiban dalam memberikan contoh implementasi pendidikan khususnya pembelajaran berdiferensiasi, masalah yang ditemui di SD Negeri Sampangan 01 adalah minimnya persiapan penerapan pembelajaran berdiferensiasi. Tujuan penelitian ini untuk mengetahui proses persiapan, pelaksanaan dan evaaluasi penerapan pembelajran berdiferensiasi. Metode penelitian yang dilaksanakan yakni metode kualitatif deskriptif. Teknik pengumpulan data meliputi observasi, wawancara, angket, catatan lapangan, dan dokumentasi pada persiapan, pelaksanaan dan evaluasi penerapan pembelajaran berdiferensiasi di sekolah penggerak. Hasil penelitian menunjukkan persiapan yang diberikan di SD Negeri Sampangan 01 memberikan pelatihan bagi guru untuk mempersiapkan pembelajaran berdiferensiasi yang sesuai dengan kebutuhan peserta didik agar tercapai tujuan pendidikan yang ditetapkan meliputi kebutuhan lingkungan pendidikan, tantangan kurikulum, penilaian yang berkelanjutan dan kemampuan guru untuk menyajikan pembelajaran yang inovatif yang sesuai dengan kebutuhan belajar peserta didik. Pelaksanaan telah berjalan dengan baik sesuai dengan kebutuhan belajar pesertadidik dan evaluasi yang diterapkan mampu meningkatkan kualitas pembelajaran di sekolah.
Enhancing Elementary School Students' Descriptive Writing Skills Through ThingLink-Assisted Project-Based Learning: A Classroom Action Research Al Mahfudhoh, Anggraeni; Laila, Anisa Fatin; Rahmawati, Annisa Ianna; Arfiani, Anna; Puspitasari, Ananda Heryunita; Suryandani, Anike Dyah Ayu; Mulyani, Petra Kristi; Setyamayanti, Dyah; Whindari, Suyun
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.6547

Abstract

Descriptive writing remains a challenging literacy skill for elementary school students, particularly in developing ideas, organizing information, selecting appropriate vocabulary, and applying language conventions. This study aimed to improve fifth-grade students’ descriptive writing skills through ThingLink-assisted Project-Based Learning (PjBL). The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages implemented in two cycles. The participants were 32 fifth-grade students at an Elementary school in Central Java, Indonesia. Data were collected through descriptive writing assessments, student activity observations, teacher performance observations, interviews, field notes, and documentation. Students’ writing performance was evaluated using an analytic rubric covering content, organization, vocabulary, language use, and mechanics. The findings revealed continuous improvement in students’ descriptive writing achievement, with the mean score increasing from 65.00 in the pre-cycle to 73.13 in Cycle I and 79.84 in Cycle II. Learning mastery improved from 40.63% to 87.50%, exceeding the predetermined success criterion. The integration of ThingLink within PjBL provided students with interactive exploration opportunities, richer sources of information, collaborative experiences, and structured support for developing descriptive texts. The study implies that technology-supported Project-Based Learning can serve as an effective approach for enhancing elementary students’ writing skills and promoting meaningful literacy development.
Co-Authors Al Mahfudhoh, Anggraeni Arfiani, Anna Farid Ahmadi Laila, Anisa Fatin Mulyani, Petra Kristi Rahmawati, Annisa Ianna Setyamayanti, Dyah Suryandani, Anike Dyah Ayu Whindari, Suyun