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All Journal Wacana Akademika : Majalah Ilmiah Kependidikan Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Arkhais - Jurnal Ilmu Bahasa dan Sastra Indonesia Jurnal Sastra Indonesia Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia EJOIN : Jurnal Pengabdian Masyarakat Asian Journal of Social and Humanities
Desy Rufaidah, Desy
Unknown Affiliation
Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Implementasi pembelajaran berdiferensiasi dalam menulis sastra di sekolah menengah atas Rufaidah, Desy; Ermawati, Ermawati; Utomo, Asep Purwo Yudi; Trisniawati, Trisniawati; Dermawan, Rusdian Noor; Widyarini, Th. Laksmi; Rahmawati, Suci; Khusna, Zana Ismaul
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 8 No 4 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v8i4.1433

Abstract

This study examines the planning and implementation of differentiated instruction in literary writing at the senior high school level. The primary focus is how teachers respond to students’ varying interests and learning styles during the instructional process, as these individual differences necessitate adaptive and responsive instructional planning. Using a descriptive qualitative approach with a multiple case study design, this research was conducted at two public senior high schools with distinct geographical and student characteristics. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The results indicate that teachers conducted diagnostic assessments to identify students’ readiness, interests, and learning profiles, which served as the foundation for designing instructional modules. These modules incorporated content differentiation through varied examples of short stories and hikayat in both visual and audiovisual formats. Process differentiation was implemented by grouping students based on their interests and learning styles and by offering choices in writing themes. Furthermore, product differentiation allowed students to submit their work in either print or digital formats. The implementation of differentiated instruction demonstrates teachers’ efforts to create inclusive, engaging, and student-centered learning environments that effectively accommodate diverse learner needs.
Co-Authors Apriyani, Nur Endah Dwi Artdhana, Bayu Asep Purwo Yudi Utomo Bria, Gabriela Maria Saveria Demawan, Rusdian Noor Dewi, Rahayu Kesuma Dianna Ratnawati Die Bhakti Wardoyo Putro Hendrika, Julia Hepat, Frederika Febiola Riang Ichsanti, Alfa Taulia Kapitan, Euodia Devasya Mawartika Khusna, Zana Ismaul Kiswari, Faiza Putri Mahendra, Agus Masitoh, Berti Lisia Mulyono, Aldila Rahfa Putri Mushardiva, Mushardiva Nainggolan, Selvi Prisilia Nanang Bagus Subekti Norma, Chandra Nurcholish Arifin Handoyono, Nurcholish Arifin Nusarini Nusarini, Nusarini Octavian Muning Sayekti Pratama, Muhammad Aldhi Pratiwi, Intan Indah Dw Puspita, Dila Qur’ani, Hidayah Budi Raheni Suhita Rufi'i Rusdian Noor Dermawan, Rusdian Noor Salsabila, Amanda Senus, Teofano Anglaka Siti Rochmiyati Suci Rahmawati, Suci Sudartomo Macaryus, Sudartomo Trisniawati Trisniawati, Trisniawati Tuti Kusniarti widowati widowati Widyarini, Th. Laksmi