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All Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Ragam Pengabdian
Ety Mukhlesi Yeni
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Education Environmental Science Social Sciences Other

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Differentiated Learning Strategies of Driving Teachers in Optimizing Students' Learning Interests in Elementary Schools Muhibbuddin Muhibbuddin; Yulia Santi; Ety Mukhlesi Yeni
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Vol. 10, No. 3, July - September 2026
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v10i3.6246

Abstract

The implementation of differentiated learning strategies by the Leading Teacher in elementary schools lies in the diversity of characteristics, abilities, and learning interests of students that cannot be accommodated through a uniform learning approach. Through differentiated learning, the Leading Teacher plays a strategic role in creating student-centered learning so that student learning interests can be optimized sustainably. The purpose of this study is to analyze the implementation and impact of differentiated learning by the leading teacher in optimizing student learning interests in the core cluster 03 Bandar Baru, Pidie Jaya Regency. This study uses a qualitative method with a case study approach. The sample used was determined by purposive sampling consisting of 8 principals and teachers as respondents. Data collection techniques with interview and observation guidelines. Qualitative data validity tests include credibility tests, transferability (transfer value), dependability and confirmability. Data analysis was carried out using qualitative descriptive methods, namely data reduction, data presentation and conclusions. The results of this study indicate that the implementation of differentiated learning is carried out through grouping students based on learning abilities and interests, providing diverse activities, and choices in presenting and completing assignments. Teachers provide flexible support and create a learning environment that supports active student engagement. Differentiated learning has a positive impact on increasing student interest in learning. Students demonstrate increased interest in participating in lessons, increased attention during learning, increased awareness of the importance of learning, and optimal knowledge development.
Pengaruh Realistic Matematics Education (RME) Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas IV Pada Materi Pecahan di Gugus 3 UPTD Simpang Mamplam Amna Amna; Ety Mukhlesi Yeni; Maisura Maisura
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/1g3ab018

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan Pendidikan Matematika Realistis (RME) terhadap keterampilan berpikir kritis siswa kelas IV dalam pembelajaran pecahan di Klaster 3 Unit Pelaksana Teknis Pendidikan (UPTD) Simpang Mamplam. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi-eksperimental, yaitu desain pretest-posttest kelompok kontrol. Sampel penelitian terdiri dari 30 siswa di kelas eksperimen dan 28 siswa di kelas kontrol. Data dikumpulkan melalui tes keterampilan berpikir kritis dan dianalisis menggunakan analisis normalitas, homogenitas, serta Uji-t Sampel Independen. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest keterampilan berpikir kritis siswa di kelas eksperimen (83,00) lebih tinggi daripada nilai rata-rata posttest di kelas kontrol (71,54). Hasil Uji-t Sampel Independen menunjukkan bahwa nilai t yang dihitung sebesar 6,630, yang lebih besar daripada nilai t kritis sebesar 2,003, dengan tingkat signifikansi 0,000 < 0,05. Oleh karena itu, dapat disimpulkan bahwa pendekatan Pendidikan Matematika Realistis (RME) memiliki pengaruh positif dan signifikan terhadap keterampilan berpikir kritis siswa dalam pembelajaran pecahan.
Co-Authors Amna Amna Maisura Maisura Muhibbuddin Muhibbuddin Yulia Santi