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All Journal CERIA (Cerdas Energik Responsif Inovatif Adaptif) MUDARRISA: Jurnal Kajian Pendidikan Islam
Khusna Zuhaida
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Religion Education Other

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ANALISIS PEMBELAJARAN BERDIFERENSIASI PRODUK BERBASIS PROBLEM BASED LEARNING KELAS 1 SDN PANDEAN LAMPER 03 SEMARANG Khusna Zuhaida; Purnamasari, Veryliana; Saputro, Susilo Adi; Muniarti, Ngurah Ayu Nyoman
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol. 7 No. 5 (2024): Volume 7 Number 5, September 2024
Publisher : IKIP Siliwangi

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Abstract

Kurangnya implementasi konsep pembelajaran yang memerdekakan siswa menjadi alasan dalam penelitian ini. Maka dari itu, penelitian ini bertujuan untuk mengetahui bagaimana implementasi dan dampak dari pembelajaran berdiferensiasi produk berbasis Problem Based Learning (PBL). Penelitian ini menggunakan metodologi kualitatif  deskripstif. Data dikumpulkan menggunakan teknik observasi, dokumentasi dan wawancara. Subyek penelitian ini adalah guru kelas dan siswa kelas I B dengan didasarkan oleh tujuan penelitian (purosive sampling). Hasil penelitian ini menunjukkan bahwa: 1) Pembelajaran berdiferensiasi produk dilaksanakan dengan menentukan kategori pemetaan siswa menggunakan asesmen diagnostik kognitif. Pembelajaran diferensiasi ini dilakukan dengan berbasis PBL di mana dengan mengikuti syntaks PBL. 2) Dampak positif: proses pembelajaran diikuti siswa dengan bersemangat dan lebih aktif. Siswa dapat mengasah kemampuan berpikir kritis dalam pemecahan masalah. Siswa memiliki ruang bagi dirinya dan  mampu mengeksplor diri. Siswa mengetahui cara bekerja sama. Sedangkan dampak negatifnya siswa menganggap pembelajaran berdiferensiasi ini membeda-bedakan siswa. Di samping itu, kelas menjadi kurang kondusif.   The lack of implementation of learning concepts that liberate students is the reason for this research. Therefore, this research aims to determine the implementation and impact of differentiated product learning based on Problem-Based Learning (PBL). This research uses descriptive qualitative methodology. Data was collected using observation, documentation, and interview techniques. The subjects of this research were class teachers and class I B students based on the research objectives (purposive sampling). The results of this research show that: 1) Product differentiated learning is carried out by determining student mapping categories using cognitive diagnostic assessments. This differentiation learning is carried out on a PBL basis which follows the PBL syntax. 2) Positive impact: students participate in the learning process enthusiastically and more actively. Students can hone critical thinking skills in problem-solving. Students have space for themselves and can explore themselves. Students know how to work together. Meanwhile, the negative impact is that students think that differentiated learning differentiates students. Besides that, the class becomes less conducive.
Teacher Creativity in Implementing Indonesian Language Learning Using Cursive Letter Writing Khusna Zuhaida; Rakanita Dyah Ayu Kinesti
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 15 No. 2 (2023): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mudarrisa.v15i2.278

Abstract

This qualitative research aims to explore the teacher's creativity in implementing Indonesian language learning through cursive letters at MI Nahdlatul Ulama 01 Purwosari Kudus and its impact.  The study involved the school principal, the Class III Indonesian language teacher, and 28 Class III students. Data were collected through interviews, observations, and documentation.  The findings revealed that the teacher's creativity in teaching Indonesian language through cursive letters involved the use of a scientific approach and the alternating habituation method accompanied by ice-breaking activities.  Media such as posters, whiteboards, and fine notepads were also employed. The positive impacts of this implementation included increased student enthusiasm, improved and neater student writing,  and gradual enhancements in learning outcomes for cursive letter writing.  However, negative impacts were observed in the prolonged time needed for the process and the perceived difficulty in writing cursive letters, posing a distinct obstacle for students.
Co-Authors Muniarti, Ngurah Ayu Nyoman Rakanita Dyah Ayu Kinesti Saputro, Susilo Adi Veryliana Purnamasari, Veryliana