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All Journal Journal of Integrated Elementary Education Action Research Journal Indonesia (ARJI)
Ratna Juwita
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Unpacking the Layers: A Comparative Insight into Differentiated Instruction Strategies for Deeper Learning Across Educational Contexts Ratna Juwita; Fatma Sukmawati; Eka Budhi Santosa; Budi Tri Cahyono; Relly Prihatin; Suparmi Suparmi; Jovita Ridhani; Sari Trisnaningsih
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.510

Abstract

Indonesian teachers, especially in Central Java, encountered challenges in crafting differentiated activities to create deeper learning form students. They include being able to determine students’ prior knowledge and readiness, along with what works best for how learners like to learn (themselves using delivery and assessment methods) in related to individual learners. The research was conducted to explore kindergarten, elementary and secondary school teachers (n = 112) practices about implementation of differentiated instruction for deeper learning in public and private schools n= 35 using descriptive qualitative method. The data collection technique was carried out with Self-Reported Essays, Video-Taped DI Practices and Interviews at the Teacher Appreciation event in Indonesia. The findings revealed that the most frequently used in all levels are giving explanation, providing additional support, and set goals. Furthermore, important variations in the selection of materials, goal introduction, prior knowledge activation, adapted instruction, grouping, adapted materials and varied assessment were also found across levels. This article suggests that teacher professional development be focused on strengthening differentiated teaching practices through classroom supervision programs and practical workshops. Areas of development that need to be carried out include understanding the concept of DI, the application of techniques such as flexible grouping and formative assessment, the design of differentiated lesson plans, and the use of adaptive learning media and supporting technologies.
Teknik Pengelolaan Kelas Besar di Sekolah Dasar Ratna Juwita
Journal of Integrated Elementary Education Vol. 2 No. 2 (2022)
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v2i2.10719

Abstract

Kemampuan mengelola kelas merupakan salah satu kompetensi yang menjadi salah satu masalah yang mempengaruhi kualitas proses pembelajaran. Penelitian kualitatif ini menggunakan wawancara dan observasi untuk mengetahui teknik guru dalam mengelola kelas besar di Sekolah Dasar. Hasil penelitian ini menunjukkan bahwa teknik guru dalam mengelola kelas besar adalah dengan cara memberikan contoh langsung kepada peserta didik untuk membersihkan kelas dan halaman sehingga suasa kelas bersih dan rapi, membiasakan peserta untuk selalu disiplin dalam pembelajaran tematik. Selain itu, perangkat pembelajaran dan sumber belajar yang digunakan juga cukup beragam, baik yang sederhana maupun yang digital. Ruang kelas juga dihias seindah mungkin dan karya siswa juga dipajang di dinding kelas. Guru juga selalu mengutamakan keaktifan peserta didik selama proses pembelajaran tematik. Sirkulasi udara tetap bersih karena jendela selalu dibuka dan dibersihkan setiap hari sebelum dan sesudah proses pembelajaran. Teknik pengelolaan kelas besar tersebut tekag mampu membuat peserta didik tetap fokus dalam pembelajaran tematik dan memberikan pengalaman belajar yang bermakna dan menyenangkan, sehingga diharapkan semua guru yang mengajar di kelas besar bisa menerapkan teknik pengelolaan kelas tersebut.Abstract: The ability to manage the class is one of the competencies that affects the quality of the learning process. This qualitative research uses interviews and observations to determine the teacher's techniques in managing large classes in elementary schools. The results of this study indicate that the teacher's technique in managing large classes is to give direct examples to students of how to clean the classroom and yard so that the classroom atmosphere is clean and tidy, familiarizing participants with the need to always be disciplined in thematic learning. In addition, the learning tools and learning resources used are quite diverse, both simple and digital. Classrooms are also decorated as beautifully as possible, and student work is also displayed on the classroom walls. Teachers also always prioritize the activeness of students during the thematic learning process. Air circulation is kept clean because the windows are always opened and cleaned every day before and after the learning process. The large class management technique is determined to be able to keep students focused on thematic learning and provide a meaningful and enjoyable learning experience, so it is hoped that all teachers who teach in large classes can apply these classroom management techniques.
Co-Authors Budi Tri Cahyono Eka Budhi Santosa Fatma Sukmawati Jovita Ridhani Relly Prihatin Sari Trisnaningsih Suparmi Suparmi