MENINGKATKAN KETERAMPILAN MENULIS LAPORAN HASIL OBSERVASI MELALUI PEMBELAJARAN BERDIFERENSIASI TERINTEGRASI SOSIAL EMOSIONAL - Sugiarto, Sigit; Martono, Martono; Priyadi, A. Totok (VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan, 2024)
ABSTRAKMasalah penelitian adalah rendahnya kemampuan siswa kelas VIII A SMPN 1 Tempunak dalam menulis laporan hasil observasi. Penelitian untuk meningkatkan kemampuan siswa dalam menulis laporan hasil observasi melalui pembelajaran berdiferensiasi terintegrasi sosial emosional. Subjek penelitian adalah siswa kelas VIII A, berjumlah 26 siswa, 15 laki-laki dan 11 perempuan. Penelitian dilaksanakan melalui tiga siklus. Tiap siklusnya ditempuh selama dua kali pertemuan, dengan alokasi waktu pertemuan 5 x 40 menit dan dilaksanakan melalui empat tahapan, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian menggunakan metode deskriptif kualitatif. Data penelitian diperoleh melalui studi dokumentasi, observasi, dan pengukuran/ pengetesan. Adapun alatnya berupa lembar dokumentasi (APKG 1), lembar observasi guru (APKG 2) dan lembar observasi siswa, serta lembar tes. Data dianalisis menggunakan teknik deskriptif kualitatif. Hasil penelitian menunjukkan pembelajaran berdiferensiasi terintegrasi sosial emosional mampu meningkatkan kemampuan siswa dalam menulis laporan hasil observasi. Maka, guru perlu mengupayakan pembelajaran yang sesuai dengan kebutuhan belajar serta sosial emosional murid.Kata Kunci: Hasil Belajar, Menulis, Pembelajaran Berdiferensiasi, Pembelajaran Sosial EmosionalABSTRACTThe research problem is the low ability of class VIII A students of SMPN 1 Tempunak in writing observation reports. Research to improve students' ability in writing observation reports through integrated differentiated social emotional learning. The subjects of the research were class VIII A students, totaling 26 students, 15 males and 11 females. The research was conducted through three cycles. Each cycle was taken for two meetings, with a meeting time allocation of 5 x 40 minutes and was carried out through four stages, namely planning, implementation, observation, and reflection. The research used a qualitative descriptive method. Research data were obtained through documentation studies, observations, and measurements/testing. The tools were in the form of documentation sheets (APKG 1), teacher observation sheets (APKG 2) and student observation sheets, and test sheets. Data were analyzed using qualitative descriptive techniques. The results of the study showed that integrated differentiated social emotional learning was able to improve students' ability in writing observation reports. Therefore, teachers need to strive for learning that is in accordance with the learning and social emotional needs of students.Keywords: Differentiated Learning, Learning Outcomes, Social Emotional Learning, Writing