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Contact Name
Muhammad Hanif
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didaktika@upi.edu
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+6282136701440
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didaktika@upi.edu
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Ruang Jurnal Lt. 1 Gd. Administrasi, Universitas Pendidikan Indonesia Kampus Serang Jl. Ciracas No. 38, Kota Serang
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Kota bandung,
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INDONESIA
Didaktika
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : 27759024     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
Didaktika (e-ISSN: 2775-9024) adalah jurnal ilmiah open akses yang secara berkala yang diterbitkan oleh Universitas Pendidikan Indonesia Kampus Serang. Didaktika diterbitkan empat kali satu tahun (Maret, Juni, September, dan Desember) yang mempublikasikan hasil penelitian orisinal tentang pendidikan guru sekolah dasar dan topik lain seputar pendidikan. Didaktika menerbitkan artikel pada lingkup pendidikan khususnya pendidikan guru sekolah dasar dalam cakupan konsep, teori, paradigma, pendekatan, dan metodologi dalam kajian ilmu pendidikan dasar. Ruang lingkup Didaktika meliputi: Pembelajaran Bahasa di SD Pembelajaran Matematika di SD Pembelajaran IPA di SD Pembelajaran Nilai dan Kewarganegaraan di SD Pembelajaran IPS di SD Pembelajaran Seni di SD Pembelajaran Penjaskes di SD Pendidikan Karakter di SD Perkembangan Peserta Didik di SD dan topik lain yang relevan dengan pendidikan dasar
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "Vol 4, No 1 (2024): Didaktika" : 1 Documents clear
Peningkatan Hasil Belajar Siswa Pada Pembelajaran Berdiferensiasi Percobaan Listrik Kelas 5 SDN Rejosari 01 Semarang Muslimah, Linda Ayu; Artharina, Filia Prima; Devega, Lidya Septia
Didaktika Vol 4, No 1 (2024): Didaktika
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/didaktika.v4i1.67468

Abstract

Students' characteristics greatly influence learning outcomes in class. Students lack concentration when doing electrical experiments in class because of monotonous learning. In addition, some students make mistakes when stacking cables and electrical components, leading to confusion and prompting them to seek assistance from friends who may not fully understand basic electrical stacking techniques. Teachers can use differentiated learning to implement strategies to improve students' learning outcomes. There are three elements: visual, auditorium, and kinesthetic. We expect students to be more concentrated with this differentiated learning approach, and with proper learning, they can perform electrical experiments correctly as the classroom learning process aligns with their learning style. The research aims to improve students' learning outcomes in 5th grade SDN Rejosari 01 Semarang Teaching Year 2023-2024 through differentiated electrical experiments. The researcher employs classroom action research (CAR) in conjunction with the PJBL method, which undergoes two cycles of differentiation involving 27 students from 5B SDN Rejosari 01. At each cycle, there is planning, implementation, observation, evaluation, and reflection. In the pre-cycle, 4 students (44.44%) showed improvements in their visual learning style, with an average score of 68.88. Cycle I became 6 students (66.67%) with an average of 77.78, and Cycle II became 8 students (88.89%) with an average of 90. Thus, the application of differentiated learning in the Electrical experiments in the fifth grade of SDN Rejosari 01 Semarang has improved the learning outcome from the target of 75. Therefore, we can conclude that this class action research is effective.

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