ANALISIS PENERAPAN PEMBELAJARAN BERDIFERENSIASI DENGAN MODEL PROBLEM BASED LEARNING PADA MATERI IPAS DI SEKOLAH DASAR
DOI:
https://doi.org/10.23969/jp.v9i1.11817Keywords:
differentiated learning, problem based learning, scienceAbstract
Every student possesses unique diversity, which leads to varied learning requirements. Teachers must adapt to students' individual learning needs to ensure optimal learning outcomes. Implementing differentiated instruction can effectively address the varying educational requirements of students. The goal of this research aimed to examine the effects of incorporating individualized instruction through the Problem-Based Learning (PBL) model on students' comprehension and motivation to learn sciences. This study utilizes qualitative research methodologies with its descriptive nature. In this research, the subjects are fifth-grade students. In this study, questionnaires, documentation, and interviews are used as data collection methods. In conclusion, the analysis of the implementation of differentiated learning and the Problem-Based Learning (PBL) model in Natural and Social Sciences (IPAS) subjects demonstrates that the combination of these two techniques can be both effective and pertinent. The findings indicate a notable enhancement in students' comprehension of science and scientific concepts, accompanied by a strong inclination towards studying. Keywords: differentiated learning, problem based learning, scienceDownloads
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