POLA PEMBELAJARAN BERDIFERENSIASI DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMP MUHAMMADIYAH AL MUJAHIDIN GUNUNGKIDUL

Esti Damayanti, NIM.: 21204012001 (2023) POLA PEMBELAJARAN BERDIFERENSIASI DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMP MUHAMMADIYAH AL MUJAHIDIN GUNUNGKIDUL. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Differentiated learning patterns provide students with the opportunity to choose the method they want so that the results of learning reflection can be achieved using various learning methods for each student. The aim of this research is to determine differentiated learning patterns in Islamic Religious Education learning in increasing student learning motivation at Muhammadiyah Al Mujahidin Middle School Gunungkidul. This research is a type of qualitative research with a case study approach. The subjects in this research included PAI teachers, school principals, deputy heads of curriculum affairs, class VII students. Data collection was carried out by observation, interviews, and documents related to the research. Data analysis was carried out using the Miles, Huberman & Saldana model whose stages include condensing data, presenting data, and drawing conclusions or verification. The results of the research are (1) The reasons for implementing differentiated learning in the PAI subject (a) starting from the letter of assignment as a driving school in which differentiated learning is carried out (b) differentiated learning is a picture of inclusive learning where children have the right to receive excellent and optimal service in learning. (2) Implementation of differentiated learning in PAI subjects (a) emphasizes the comfort and enjoyment aspect of students by providing learning freedom according to their learning style with various relevant sources (b) the teacher's role is to bridge the student's learning process to achieve learning goals after obtaining relevant accurate data students' readiness, interest and learning profile through mapping (c) stage of implementing differentiated learning including initial assessment, planning, implementation and evaluation (3) Students experience increased motivation in learning, measured by (a) their own desire or initiative to learn, (b) serious involvement in the learning process and the assignments given, (c) commitment to continue learning so as to persist in the lesson.

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