TY  - THES
N1  - Iva Nandya Atika, S.Pd., M.Ed
ID  - digilib78213
UR  - https://digilib.uin-suka.ac.id/id/eprint/78213/
A1  - Annisa Nur Aini, NIM.: 22104050001
Y1  - 2026/06/30/
N2  - Penelitian ini dilatarbelakangi oleh rendahnya keterampilan kolaborasi peserta didik di kelas inklusi yang ditunjukkan oleh terbatasnya interaksi antara peserta didik reguler dan peserta didik berkebutuhan khusus (PDBK), serta kurang optimalnya partisipasi dalam kegiatan kelompok. Oleh karena itu, diperlukan pembelajaran yang mampu mengakomodasi keberagaman kebutuhan belajar sekaligus meningkatkan keterampilan kolaborasi peserta didik. Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan kolaborasi peserta didik, serta mengetahui efektivitas penerapan model tersebut pada materi pemanasan global. Penelitian ini menggunakan pendekatan kuantitatif dengan desain One Group Pretest-Posttest Design. Subjek penelitian terdiri atas 32 peserta didik kelas X di salah satu Madrasah Aliyah inklusi di Daerah Istimewa Yogyakarta. Data dikumpulkan dengan menggunakan teknik non tes melalui angket penilaian diri, angket penilaian antarteman, dan lembar observasi, kemudian dianalisis menggunakan analisis deskriptif, uji hipotesis, N-Gain, dan Effect Size.
The research results indicate that the implementation of the PjBL model using the UDL approach was successful. The findings demonstrate that the PjBL model with the UDL approach can enhance collaboration skills. Hypothesis testing showed that H? was rejected and H? was accepted (p < 0.05), indicating a significant improvement in students' collaboration skills following the implementation of the PjBL model with the UDL approach. This improvement is supported by N-Gain scores of 0.46 for active participation, 0.40 for flexibility and compromise, and 0.56 for mutual respect among group members, all of which fall into the medium category. The implementation of the PjBL model with the UDL approach proved effective in enhancing students' collaboration skills in inclusive classrooms, with Effect Size values of 0.601 for self-assessment, 1.23 for peer assessment, and 0.788 for observation, all falling within the large category. Thus, the PjBL model with the UDL approach is effective in improving students' collaboration skills in inclusive classrooms.
Kata kunci: Project Based Learning, Universal Design for Learning, keterampilan kolaborasi, kelas inklusi, pemanasan global.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - Project Based Learning
KW  -  Universal Design for Learning
KW  -  keterampilan kolaborasi
KW  -  kelas inklusi
KW  -  pemanasan global
M1  - skripsi
TI  - EFEKTIVITAS MODEL PROJECT BASED LEARNING DENGAN PENDEKATAN UNIVERSAL DESIGN FOR LEARNING UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI PESERTA DIDIK DI KELAS INKLUSI
AV  - restricted
EP  - 167
ER  -