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All Journal Jurnal Penelitan Mahasiswa Indonesia IJLHE: International Journal of Language, Humanities, and Education
Astawa, Made Candrika Widya
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media

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The Implementation of Differentiated Instruction Integrated With Technology in English Class Astawa, Made Candrika Widya; Krisna, Putu Adi; Agustini, Dewa Ayu Eka
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1930

Abstract

The implementation of differentiated instruction is the focus of the Merdeka Curriculum in Indonesia, especially when integrated with technology. The aim is to adapt education to the needs, abilities, and interests of each student. This study explores how English teachers at SMK Negeri 3 Denpasar implement differentiated instruction integrated with technology in the classroom and how this affects students' beliefs in learning English. The method approach used in this study is a mixed-method approach, where qualitative data were collected through classroom observations, while quantitative data were collected through student questionnaires adapted from Horwitz's BALLI framework. The observation results showed that teachers differentiated content, process, and product based on student profiles and learning contexts. As a support for various learning strategies, this study integrated technological tools such as WhatsApp, Google Translate, Quizizz, and Canva. The questionnaire results showed that students had very high beliefs in their language learning abilities when faced with differentiated instruction supported by technology. These findings indicate that the learning model increased students' motivation and self-perception in learning English. This study highlights the importance of teacher adaptability and strategic use of technology to foster a student-centered learning environment that is aligned with the principles of the Merdeka Curriculum.
The Implementation of Differentiated Instruction Integrated With Technology in English Class Astawa, Made Candrika Widya; Krisna, Putu Adi; Agustini, Dewa Ayu Eka
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1930

Abstract

The implementation of differentiated instruction is the focus of the Merdeka Curriculum in Indonesia, especially when integrated with technology. The aim is to adapt education to the needs, abilities, and interests of each student. This study explores how English teachers at SMK Negeri 3 Denpasar implement differentiated instruction integrated with technology in the classroom and how this affects students' beliefs in learning English. The method approach used in this study is a mixed-method approach, where qualitative data were collected through classroom observations, while quantitative data were collected through student questionnaires adapted from Horwitz's BALLI framework. The observation results showed that teachers differentiated content, process, and product based on student profiles and learning contexts. As a support for various learning strategies, this study integrated technological tools such as WhatsApp, Google Translate, Quizizz, and Canva. The questionnaire results showed that students had very high beliefs in their language learning abilities when faced with differentiated instruction supported by technology. These findings indicate that the learning model increased students' motivation and self-perception in learning English. This study highlights the importance of teacher adaptability and strategic use of technology to foster a student-centered learning environment that is aligned with the principles of the Merdeka Curriculum.
Enhancing Students' Cognitive Learning Outcomes through the Implementation of the Discovery-Based Learning Model in Indonesian Language Instruction Astawa, Made Candrika Widya
Jurnal Penelitian Mahasiswa Indonesia Vol. 4 No. 2 (2024): Mei
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/jpmi.v4i2.736

Abstract

The objective of this classroom action research is to determine the improvement in students' cognitive learning outcomes by using the Discovery Learning model in the Indonesian language curriculum for Grade 3 at SD 3 Kalianget during the 2020/2021 academic year. This group activity research employs both quantitative and qualitative methods. The study was conducted at SD 3 Kalianget with a sample size of 15 students. The classroom action research was carried out in three cycles. Data for this study were collected through online tests using Google Forms, observations, journals, and documents. The results indicated that the percentage of classical completeness and the average student scores in the first session of the first cycle were 46.67% and 66.67, respectively. The percentage of classical completeness and the average student scores in Cycles I and II were 66.67% and 71.67, respectively. The classical completeness rate and average student scores in Session I of Cycle II were between 60-70. The classical completeness rate and average student scores in Session II of Cycle II were between 73.33-76.67. The percentage of classical completeness and average student scores in the first session of Cycle III were 80% and 81.67, respectively. The percentage of classical completeness and the average student scores in the second session of Cycle III were 93.33% and 91.67, respectively
Co-Authors Dewa Ayu Eka Agustini Krisna, Putu Adi