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All Journal Chatra: Jurnal Pendidikan dan Pengajaran aktivisme: Jurnal Ilmu Pendidikan, Politik dan Sosial Indonesia
Wahiddah Putri Yusfah
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Aerospace Engineering Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Pengembangan Hasil Belajar Komputerisasi Akuntansi Kurikulum Merdeka Melalui Penerapan Pembelajaran Berdiferensiasi Wahiddah Putri Yusfah; Mardi Mardi; Ati Sumiati
Aktivisme: Jurnal Ilmu Pendidikan, Politik dan Sosial Indonesia Vol. 2 No. 3 (2025): Juli: Aktivisme: Jurnal Ilmu Pendidikan, Politik dan Sosial Indonesia
Publisher : Asosiasi Peneliti dan Pengajar Ilmu Hukum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/aktivisme.v2i3.935

Abstract

This study aims to determine the difference in learning outcomes of computerized accounting subjects before and after the implementation of differentiated instruction. This study uses an experimental method in the form of one group pretest-posttest with a total sample of 36 students in grade 11 of the Accounting Department. The statistical test results show the value of Asymp. Sig. (2-tailed) value of 0.000 <0.05. Thus, hypothesis testing which states that there are differences in learning outcomes of computerized accounting subjects before and after the implementation of differentiated instruction is accepted in this study.
Effectiveness of Differentiated Instruction in Improving Computerized Accounting Learning Outcomes of Vocational Students Wahiddah Putri Yusfah; Mardi; Ati Sumiati
Chatra: Jurnal Pendidikan dan Pengajaran Vol. 3 No. 3 (2025): Chatra: Jurnal Pendidikan dan Pengajaran
Publisher : CV. Yazri Aksara Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62238/chatra.v3i3.207

Abstract

The digital transformation of the accounting sector requires vocational students not only to understand theoretical concepts but also to develop proficiency in computerized accounting systems. However, instructional practices that treat learners uniformly often result in uneven learning outcomes, particularly in private vocational schools where student backgrounds vary significantly, such as those located in DKI Jakarta. This study aims to examine the effectiveness of Differentiated Instruction in improving learning outcomes in the Computerized Accounting course. A quantitative approach was employed using a quasi-experimental one group pretest–posttest design involving 36 eleventh-grade accounting students from a private vocational high school in DKI Jakarta. Data were collected through achievement tests, observations, and documentation, and analyzed using the Wilcoxon Signed Rank Test. The findings reveal a significant improvement in students’ performance following the intervention, evidenced by an increase in mean scores and a reduction in performance disparities. These results confirm that tailoring instruction to students’ readiness, interests, and learning profiles creates a more responsive and digitally aligned learning environment in vocational education. The study recommends the implementation of diagnostic assessments and flexible grouping in Computerized Accounting instruction and encourages further research using control groups and extended interventions to validate long-term effects.
Co-Authors Ati Sumiati Mardi Mardi Mardi