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All Journal Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
LukLuk Nur Mufidah, LukLuk Nur
IAIN Tulungagung
Religion Education Social Sciences

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Differentiated Learning Models: Students’ Learning Style, Readiness, and Interest in Learning Regarding the Results of Fiqh Purwowidodo, Agus; Mufidah, Lukluk Nur
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 18, No. 6 : Al Qalam (November 2024)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v18i6.3802

Abstract

The differentiation learning model is a novel approach that caters to the demands of the 21st- century education system. Studies conducted by Indonesian scholars on this model are scarce, with limited focus on its impact on students' cognitive abilities and metacognitive awareness. Therefore, this study seeks to investigate the impact of incorporating a differentiated learning approach founded on the learning preferences, preparedness, and engagement of pupils on Fiqh's academic performance. An explanatory survey technique employing the Stratified Random Sampling methodology is utilized in this research. The sample comprises all fifth-grade students of the State Islamic Primary School in Tulungagung Regency, amounting to a total of 507 learners. The study's sample comprises four randomly selected State Islamic Primary Schools from the seven Tulungagung Regency, with a total of 276 students studying Fiqh. The data collection instruments used include test sheets for learning outcomes, notes on creative thinking skills, and motivation questionnaires. The data is then analyzed using a two-way Analysis of Variance (ANOVA) with a significance level of 5%. The results of the research indicate that: (1) There is no discernible disparity in Fiqh learning outcomes based on learning style. (2) There is no disparity in Fiqh learning outcomes based on students’ learning readiness. (3) Disparities in Fiqh learning outcomes based on students’ learning interests exist. (4) A noteworthy interaction exists between the implementation of differentiation learning aspects of learning styles, learning readiness, and students’ learning interests on Fiqh learning outcomes. The findings of this study suggest that the differentiation learning model provides an alternative approach to learning that addresses the needs of the modern era.
Hybrid-Discovery Learning: Enhancing Critical Thinking Skills and Learning Outcomes in Science and Social Studies among Elementary Students Mufidah, Lukluk Nur; Purwowidodo, Agus
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 9 No 2 (2025): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v9i2.2608

Abstract

The objective of this research is to investigate the influence of Hybrid-Discovery Learning (Hybrid-DL) implementation on students' critical thinking abilities and performance. This study uses field research with a quantitative approach, and the Post-test Only Control-Group Quasi-Experiment method was employed. The study population comprised 54 fifth-grade students from Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School, divided into three classes: V-A (16 students), V-B (15 students), and V-C (23 students). Data collection instruments included learning outcome test sheets and critical thinking skills record tests. Data collection techniques used in this study were 1) Observation, researchers conducted observations of the learning process taking place at Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School; 2) Interview, researchers conducted interviews with teachers who teach science subjects to see the development of students' critical thinking after applying the Hybrid-Discovery learning model. The obtained data were analysed using a two-way MANOVA analysis, with a significance level of 5%. The research findings show that Hybrid-DL has a significant effect on the achievement of critical thinking skills and learning outcomes. This effect is demonstrated by the improvement in student learning outcomes in the form of learning motivation in the form of increased student enthusiasm for learning as evidenced by increased learning motivation questionnaire scores, and learning achievement as represented by increased student formative assessment scores in the form of report card grades, as well as increased student critical thinking skills as taken from improved critical thinking skills test results.
Co-Authors Agus Purwowidodo