Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial is published by the PT PUSTAKA CENDEKIA GROUP (NOMOR : AHU-012686.AH.01.30.Tahun 2023) in helping academics, researchers, and practitioners to disseminate their research results. PCHS is a double blind peer-reviewed journal dedicated to publishing quality research results in the fields of Law and Social Science. All publications in the PCHS Journal are open access which allows articles to be available online for free without any subscription. Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial is a national journal with e-ISSN: 2987-4475. Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial publishes articles periodically three a year, in May, September, and January. PCTIF uses Turnitin plagiarism checks, Mendeley for reference management and supported by Crossref (DOI) for identification of scientific paper.
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<![CDATA[Analisis Sistematis Strategi Pembelajaran Berdiferensiasi dalam Matematika: Optimalisasi Potensi Unik dan Hasil Belajar Peserta didik ]]>
<![CDATA[Nidia Winda Sari]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.103
<![CDATA[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.]]>
<![CDATA[Studi Literatur : Pembelajaran Berdiferensiasi dalam Meningkatkan Kemampuan Computational Thinking ]]>
<![CDATA[Lulu Husni Saih]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.104
<![CDATA[This study aims to analyze differentiated learning towards increasing computational thinking skills needed by students in the 21st century. This study uses study literature through analysis of the results of several studies. The study collected data related to learning and computational thinking. The results of this study indicate that differentiated learning contributes significantly to improving computational thinking skills, and can be done in mathematics learning. This approach is a relevant strategy in training computational thinking skills so that students can solve problems effectively, efficiently and optimally.]]>
<![CDATA[Literatur Review : Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Hasil Belajar Siswa di Jenjang Pendidikan Menengah ]]>
<![CDATA[Ivo Apristi]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.105
<![CDATA[This study aims to review scientific journals in order to collect relevant sources related to the differentiated approach. Differentiated learning is learning that accommodates, serves, and acknowledges the diversity of students in learning according to their readiness, interests, and learning preferences. The method used in writing this article is a literature review. The study began by looking for articles related to the research topic to be conducted. The criteria for scientific articles used as data are scientific articles sourced from national and international journals with updates in the last 10 years. This article reviews 12 articles related to differentiated learning in the context of mathematics education. This article aims to review the application of differentiated learning at the junior high and senior high school levels, with a focus on its impact on student learning outcomes. Based on a literature review of various related studies, this article discusses various differentiation strategies used by teachers, including the use of technology, material modification, and story-based approaches. Differentiated learning allows teachers to accommodate differences in students' abilities, interests, and learning styles, which contributes to improving academic understanding and student achievement. However, the implementation of this strategy is faced with challenges such as limited resources and resistance to policies. Based on this analysis, this article provides in-depth insights into the practice of differentiated learning has great potential to create a more inclusive learning environment and support the achievement of more optimal student learning outcomes in secondary education.]]>
<![CDATA[Meta-Analisis Mengenai Pembelajaran Berdiferensiasi yang Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Angga Dinata]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.106
<![CDATA[Differentiated instruction is a pedagogical approach that tailors teaching methods to the diverse needs, interests, and abilities of students. This study aims to analyze the impact of differentiated instruction on student learning outcomes by reviewing 10 journals published in the last five years. The method used is quantitative analysis, involving the collection of data on student learning outcomes before and after the implementation of differentiated instruction. The analysis results indicate that differentiated instruction consistently improves learning outcomes, with an average increase ranging from 15% to 25%. These findings suggest that tailored teaching strategies can enhance student engagement and academic achievement. This study recommends the implementation of differentiated instruction in teaching practices and emphasizes the need for training for educators to effectively apply this approach.]]>
<![CDATA[Literature Review: Pembelajaran Berdiferensiasi Dalam Meningkatkan Hasil Belajar Matematika ]]>
<![CDATA[Enno Triandini]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
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DOI: 10.70292/pchukumsosial.v1i2.107
<![CDATA[Mathematics learning is often considered difficult by many students, especially due to its abstract nature and the need for deep conceptual understanding. One approach that can be used to address this challenge is differentiated learning. Differentiated learning aims to adjust methods, content, and learning pace according to the needs, interests, and abilities of students. This article reviews various studies that discuss the implementation of differentiated learning in the context of mathematics. The results from this literature review show that differentiated learning can improve mathematical conceptual understanding, problem-solving skills, and student motivation. However, challenges in its implementation include limitations in time, resources, and the need for specialized teacher competence. Nevertheless, differentiated learning offers great potential in improving mathematics learning outcomes when applied effectively.]]>
<![CDATA[Kesiapan Belajar Peserta Didik Melalui Pembelajaran Berdiferensiasi dalam Pembelajaran di Kelas ]]>
<![CDATA[Enno Triandini]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.108
<![CDATA[Education plays an important role in developing students' potential to be able to face challenges in the modern era. One approach that can increase the effectiveness of learning is differentiated learning, which adapts the learning process to the readiness, interests, and learning styles of students. This study aims to understand the application of differentiated learning in Mathematics subjects for grade VII A of junior high school and its impact on student learning outcomes. This study uses a qualitative method with a case study approach, involving observation, interviews, and document analysis. The results of the study show that teachers apply the stages of differentiated learning, such as diagnostic assessments, mapping learning readiness, and designing and implementing learning that is in accordance with student needs. In addition, it was found that this approach has a positive impact on student learning outcomes and motivation. The Merdeka Curriculum is considered more effective in supporting the implementation of differentiated learning compared to the previous curriculum. Thus, differentiated learning has proven to be an effective strategy in meeting student learning needs optimally. However, its implementation requires thorough preparation and flexibility from teachers to manage diversity in the classroom.]]>
<![CDATA[Learning Styles In Differentiated Instructions Are Mistakes: A Literature Study ]]>
<![CDATA[Muhammad Sobirin]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
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DOI: 10.70292/pchukumsosial.v1i2.109
<![CDATA[Differentiated learning aims to accommodate students' diverse needs, abilities, and preferences in the educational process. However, the concept of "learning styles" has been a persistent yet controversial approach within this framework. This literature study critically examines the validity of learning styles as a foundation for differentiated instruction. Drawing on a wide range of research, it explores the scientific evidence (or lack thereof) supporting learning styles and highlights the potential pitfalls of relying on this concept in teaching practices. The findings reveal that while differentiated learning remains a crucial strategy, basing it on learning styles can lead to misconceptions and ineffective methods. The study concludes by offering evidence-based recommendations for educators to implement differentiated learning without the misconceptions associated with learning styles, focusing on strategies that enhance student engagement and learning outcomes.]]>
<![CDATA[Analisis Kesulitan Guru dalam Implementasi Pembelajaran Berdiferensiasi pada Pelajaran Matematika di SMA X ]]>
<![CDATA[Annisa Zakiya]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.110
<![CDATA[This study aims to analyze the challenges faced by teachers in implementing differentiated learning in Mathematics subjects at SMA X. Differentiated learning is a strategy that adapts the learning process to the needs, interests, and learning profiles of students. The research method used is qualitative research with a descriptive approach. Data collection techniques were conducted through observation, interviews, and documentation with the research subject being a Mathematics teacher at SMA X. The results of the study indicate that teachers face various obstacles in implementing differentiated learning, such as limited time for preparation and implementation, difficulties in classroom management, and a lack of appropriate learning resources and media. Efforts made to overcome these obstacles include discussions in teacher working groups (KKG), development of learning media, as well as support from school principals and parents of students. This research is expected to serve as a reference in formulating effective strategies to support teachers in optimally implementing differentiated learning.]]>
<![CDATA[Analisis Keterlaksanaan Pembelajaran Berdiferensiasi di Kelas VII SMP X ]]>
<![CDATA[Effi Juliana Br Tambun]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.111
<![CDATA[This study aims to analyze the implementation of differentiated learning in class VII at SMP Negeri X which applies the independent curriculum. The research approach used is qualitative with a field study approach. Data were obtained through observations of mathematics teachers who teach class VII. The results of the study indicate that teachers have implemented differentiated learning, by dividing students based on their level of learning readiness and adjusting the learning process and products according to student needs. Teachers divide students into groups based on their learning readiness: groups that have not understood the material, groups that understand some of the material, and groups that have understood the material. Each group receives different guidance according to their level of understanding, and is given different practice questions in terms of number and level of difficulty. However, teachers face various challenges in implementing differentiated learning, especially in terms of classroom management, limited resources, and time allocation. Teachers have difficulty in managing study groups with different levels of readiness, motivating students to work together in groups, and providing adequate LKPD for each group. To overcome these problems, this study recommends increasing teacher training in differentiated learning strategies and classroom management, providing adequate resources, and creating LKPD with varying levels of difficulty according to the learning readiness group. These solutions are expected to help teachers optimize the implementation of differentiated learning in the classroom.]]>
<![CDATA[Implementasi Pembelajaran Berdiferensiasi di SMP Bangkinang ]]>
<![CDATA[Hela Azzahra]]>
<![CDATA[ Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September ]]>
Publisher : <![CDATA[PT PUSTAKA CENDEKIA GROUP ]]>
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DOI: 10.70292/pchukumsosial.v1i2.112
<![CDATA[This study aims to determine the implementation of differentiated learning in mathematics subjects at one of the junior high schools in Bangkinang. This research is a qualitative research with a case study approach. The data analysis technique used is triangulation technique that confirms the data obtained based on observation and documentation. The research shows that teachers have successfully implemented differentiated learning in the classroom. Teachers have implemented process differentiation and product differentiation in the learning process. The results of this differentiated learning have a positive impact on students and educators. Through differentiated learning in the independent curriculum, the learning process succeeds in providing learners' rights so that learners can express their characteristics based on their interests and potential.]]>
