ANALISIS ASESMEN DIAGNOSTIK TENTANG GAYA BELAJAR UNTUK PEMBELAJARAN MATEMATIKA BERDIFERENSIASI DI SEKOLAH DASAR
DOI:
https://doi.org/10.51878/elementary.v4i3.3082Keywords:
Asesmen, Gaya Belajar, Pembelajaran BerdiferensiasiAbstract
Differentiated learning is one way of implementing the concept of learner-centered independent learning in accordance with the independent curriculum. Differentiated mathematics learning can facilitate each learning style of students. This research aims to analyze and describe data in the form of questionnaires about students' learning styles and develop differentiated mathematics learning on bar chart material. This qualitative research uses descriptive qualitative methods through interviews, questionnaires, and observations. The research subjects were 28 VA class students of SD Negeri Palebon 01 Semarang. Data analysis techniques consist of reducing data, presenting data, and drawing conclusions. The results showed that the learning styles of students showed 50 percent visual, 29 percent auditory, and 21 percent kinesthetic. Differentiated mathematics learning design is learning with CRT approach assisted by differentiated LKPD. The learning design can be applied to differentiated mathematics learning of bar chart material. The application of differentiated learning allows students to learn through various learning activities that vary and suit their learning styles.
ABSTRAK
Pembelajaran berdiferensiasi merupakan salah cara dalam menerapkan konsep merdeka belajar yang berpusat pada peserta didik sesuai dengan kurikulum merdeka. Pembelajaran matematika berdiferensiasi dapat memfasilitasi setiap gaya belajar peserta didik. Penelitian ini betujuan untuk menganalisis dan medeskripsikan data berupa angket tentang gaya belajar peserta didik serta menyusun pembelajaran matematika berdiferensiasi pada materi diagram batang. Penelitian kualitatif ini dengan metode deskriptif kualitatif melalui wawancara, angket, dan observasi. Subjek penelitian adalah 28 peserta didik kelas VA SD Negeri Palebon 01 Semarang. Teknik analisis data terdiri dari mereduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa gaya belajar peserta didik menunjukkan 50 persen visual, 29 persen auditori, dan 21 persen kinestetik. Rancangan pembelajaran matematika berdiferensiasi adalah pembelajaran dengan pendekatan CRT berbantu LKPD berdiferensiasi. Rancangan pembelajaran dapat diterapkan pada pembelajaran matematika berdiferensiasi materi diagram batang. Penerapan pembelajaran berdiferensiasi membuat peserta didik dapat belajar melalui berbagai kegiatan pembelajaran yang bervariasi dan sesuai gaya belajarnya.
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