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All Journal Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial
Nidia Winda Sari
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance

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Analisis Sistematis Strategi Pembelajaran Berdiferensiasi dalam Matematika: Optimalisasi Potensi Unik dan Hasil Belajar Peserta didik Nidia Winda Sari
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i2.103

Abstract

Education that responds to the individual needs of students is key to optimizing each learner's unique potential. Differentiated instruction emerges as a solution to accommodate the diversity of students' interests, learning styles, and abilities. This study aims to systematically analyze the implementation of differentiated instruction strategies in mathematics and their impact on student learning outcomes. The method used is a Systematic Literature Review (SLR), focusing on journals published in Indonesia. Selected articles center on differentiated instruction in the context of junior and senior high school students, employing experimental or classroom action research (CAR) methods. Out of 175 articles identified, 20 articles were selected following a screening process based on inclusion and exclusion criteria. The analysis shows that differentiated instruction strategies consistently have a positive impact on students' mathematical problem-solving skills, creative thinking, and learning motivation. This study provides valuable insights for educators to design adaptive and innovative teaching strategies to enhance the quality of mathematics education.
Implementasi Pembelajaran Berdiferensiasi di Era Kurikulum Merdeka: Antara Harapan, Hambatan, dan Realitas di Lapangan Nidia Winda Sari
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 3 (2024): October - January
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i3.114

Abstract

This study aims to identify the implementation of differentiated instruction in the context of the Merdeka Curriculum at Indonesian high schools. Using a qualitative case study approach, observations and interviews were conducted with 10th-grade teachers who understand differentiated instruction but have not fully implemented it. The findings indicate that while teachers comprehend differentiation concepts, limited time, resources, and concerns about student gaps are significant barriers. Teachers highlighted the need for intensive training and institutional support. This study provides recommendations to enhance the Merdeka Curriculum's effectiveness by addressing students' specific needs.
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