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Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial
Published by PT Pustaka Cendekia Group
ISSN : -     EISSN : 29874475     DOI : https://doi.org/10.70292/pchukumsosial.v2i3.72
Core Subject : Religion, Economy, Humanities, Science, Art,
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance
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.
Arjuna Subject : Ilmu Sosial - Hukum
Articles 117 Documents
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Kesiapan Belajar Peserta Didik Melalui Pembelajaran Berdiferensiasi dalam Pembelajaran di Kelas Enno Triandini
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i2.108

Abstract

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.
Learning Styles In Differentiated Instructions Are Mistakes: A Literature Study Muhammad Sobirin
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i2.109

Abstract

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.
Analisis Kesulitan Guru dalam Implementasi Pembelajaran Berdiferensiasi pada Pelajaran Matematika di SMA X Annisa Zakiya
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i2.110

Abstract

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.
Analisis Keterlaksanaan Pembelajaran Berdiferensiasi di Kelas VII SMP X Effi Juliana Br Tambun
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i2.111

Abstract

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.
Implementasi Pembelajaran Berdiferensiasi di SMP Bangkinang Hela Azzahra
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 2 (2024): June - September
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i2.112

Abstract

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.
Analisis Keterlaksanaan Pembelajaran Berdiferensiasi di Kelas XII MIPA Sekolah X Lauri Olsa
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 3 (2024): October - January
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i3.113

Abstract

This study aims to analyze the implementation of differentiated learning in class XII MIPA School X which still uses the 2013 Curriculum, and to identify the obstacles and challenges faced in its implementation. Differentiated learning, which is designed to accommodate the diversity of students' abilities and learning styles, has not been fully implemented in the school. The method used in this study is qualitative with a case study design, involving observation, interviews with teachers and students, and analysis of related documents. The results of the study indicate that although teachers are aware of the importance of differentiated learning, its implementation is constrained by time constraints, teachers' in-depth understanding, and difficulties in compiling materials and assessments that are appropriate to the diverse needs of students. In addition, limited resources and lack of technological support are also obstacles to the implementation of differentiated learning. Based on these findings, the study recommends that schools provide further training to teachers, prepare more flexible Learning Implementation Plans (RPP), and utilize technology to support more personal and inclusive learning. With these steps, it is expected that differentiated learning can be implemented more effectively in class XII MIPA of School X.
Implementasi Pembelajaran Berdiferensiasi di Era Kurikulum Merdeka: Antara Harapan, Hambatan, dan Realitas di Lapangan Nidia Winda Sari
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 3 (2024): October - January
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i3.114

Abstract

This study aims to identify the implementation of differentiated instruction in the context of the Merdeka Curriculum at Indonesian high schools. Using a qualitative case study approach, observations and interviews were conducted with 10th-grade teachers who understand differentiated instruction but have not fully implemented it. The findings indicate that while teachers comprehend differentiation concepts, limited time, resources, and concerns about student gaps are significant barriers. Teachers highlighted the need for intensive training and institutional support. This study provides recommendations to enhance the Merdeka Curriculum's effectiveness by addressing students' specific needs.
Pembelajaran Berdiferensiasi Sebagai Strategi Pembelajaran dalam Keragaman Siswa dan Pemenuhan Target Kurikulum di Sekolah Menengah Lulu Husni Saih
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 3 (2024): October - January
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i3.115

Abstract

This study discusses the role of differentiated learning in meeting curriculum targets in diverse classes, both in terms of ability, learning style, and student background. This study focuses on how differentiated strategies are able to bridge the needs of diverse students while achieving the expected curriculum competencies. Data were collected through qualitative methods, including classroom observations, teacher interviews with class XII IPA students of SMAN 2 Bangkinang Kota. The results of the study indicate that the differentiation approach used in the classroom has not been implemented properly.
Analisis Keterlaksanaan Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka di Kelas X.12 Sekolah Menengah Tingkat SMA Sriayu Lestari
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 3 (2024): October - January
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i3.116

Abstract

Education is a conscious effort to acquire knowledge that cannot be separated from the curriculum as the main guide in the learning process. The Independent Curriculum, which began to be implemented in the 2022-2023 academic year, emphasizes freedom of learning and creativity in the learning process, one of which is through a differentiated learning approach. This approach aims to adjust learning to students' readiness, interests, and learning preferences in order to create an inclusive and adaptive learning environment. However, observation results show that the implementation of differentiated learning in schools still faces various obstacles, such as time constraints, administrative burdens, lack of supporting facilities, and challenges in accommodating the diversity of student characteristics. Therefore, support is needed from various parties, including schools and the government, in providing resources, professional training for teachers, and utilizing diagnostic tools to understand students' learning profiles. With the right strategy and collaboration between stakeholders, the implementation of differentiated learning can be optimized to achieve the goals of the Independent Curriculum in improving the quality of education that is more adaptive and inclusive.
Analisis Keterlaksanaan Pembelajaran Berdiferensiasi Ditinjau dari Kesiapan Guru dan Siswa di Kelas X Muhammad Sobirin
Jurnal Pustaka Cendekia Hukum dan Ilmu Sosial Vol. 1 No. 3 (2024): October - January
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/pchukumsosial.v1i3.117

Abstract

This study aims to analyze the implementation of differentiated learning on sequences and series in Grade X, focusing on the readiness of teachers and students as supporting factors. Differentiated learning is essential to meet the diverse learning needs of students with varied backgrounds and abilities. However, the success of this method heavily depends on teachers' readiness to plan and implement it, as well as students' readiness to participate effectively. This research employs a qualitative method with a case study approach, collecting data through questionnaires and observations at several high schools. The findings indicate that teachers' readiness to apply differentiated learning falls into the moderate category, while students’ readiness varies according to their initial abilities and learning motivation. Although differentiated learning can be applied to sequences and series, there are challenges related to time constraints and supporting resources. In conclusion, the success of differentiated learning on this topic relies significantly on optimal teacher readiness and adequate support for students. This study recommends additional training for teachers and efforts to enhance students’ motivation and engagement in differentiated learning.

Page 8 of 12 | Total Record : 117

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