PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM PERSPEKTIF TEORI BELAJAR HUMANISTIK DI SD NEGERI GUMELEM 1 KECAMATAN PAKIS KABUPATEN MAGELANG

Arip Setiawan, NIM.: 21200012085 (2023) PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM PERSPEKTIF TEORI BELAJAR HUMANISTIK DI SD NEGERI GUMELEM 1 KECAMATAN PAKIS KABUPATEN MAGELANG. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research aims to determine the efforts made by teachers in knowing the learning needs of students at SD Negeri Gumelem 1, Pakis District, Magelang Regency, to determine the application of differentiated learning at SD Negeri Gumelem 1, Pakis District, Magelang Regency, and to determine the application of differentiated learning from a learning theory perspective. humanistics at SD Negeri Gumelem 1, Pakis District, Magelang Regency. The problem formulation in this research is, how do teachers try to find out the learning needs of students at SD Negeri Gumelem 1, Pakis District, Magelang Regency? How is differentiated learning implemented at SD Negeri Gumelem 1, Pakis District, Magelang Regency? How is differentiated learning implemented from the perspective of humanistic learning theory at SD Negeri Gumelem 1, Pakis District, Magelang Regency? This research uses qualitative research with a case study approach. In obtaining research data using observation, interviews and documentation methods. Researchers conducted interviews with two driving teachers at SD Negeri Gumelem 1 who had implemented differentiated learning. The data was analyzed using the stages of data collection, data reduction, data presentation and drawing conclusions. This thesis examines the application of differentiated learning from the perspective of humanistic learning theory. Researchers made initial observations at SD Negeri Gumelem 1, Pakis District, Magelang Regency. From the results of initial observations in the field, it was found that the learning outcomes or grades of students in several classes were still relatively low. This is proven by the daily test scores in almost all subjects in several classes in the 2021/2022 and 2022/2023 academic years, many of which still do not meet the minimum completion requirements (KKM). Apart from that, school exam scores over the last 3 years have also fluctuated (low-high-low). This is because the teaching methods used by some teachers are still said to be less attractive, namely they still use conventional teaching methods, namely the lecture method. The learning process is still one-way where the teacher has full control of the class and students just listen quietly. Therefore, students become less active in class, making learning less interesting. Apart from that, a learning system that is too monotonous and boring makes students lack enthusiasm for learning and results in decreased learning outcomes. Teachers need to realize that good learning outcomes can be achieved through good learning methods. Each student has individual diversity so they have different learning needs. Teachers need to accommodate students' learning needs so that learning can run effectively. Therefore, to improve student learning outcomes and to facilitate the diversity and learning needs of students at SD Negeri Gumelem 1, there must be changes to the learning process that need to be updated. An approach or method that uses current, active and creative learning is needed to carry this out. Differentiated learning strategy (differentiated instruction) is one of them. Differentiated learning can be a solution to meet these diverse learning needs. From the results of observations, this differentiated learning has also been implemented by two driving teachers at SD Negeri Gumelem 1, while other class teachers still use conventional methods so that they only seem to be memorizing, lecturing and not involving students. Humanistic psychologist Carl R. Rogers put forward his ideas about humanistic learning principles, including the desire to learn, learning without threat, and learning on one's own initiative. The focus of attention in differentiated learning is concern for students in paying attention to diversity and students' learning needs. This is what is considered in Carl Rogers' humanistic learning theory. So there is a correlation between differentiated learning and Carl R. Rogers' humanistic learning theory. The results of this research conclude that the efforts made by teachers to determine the learning needs of students at SD Negeri Gumelem 1, Pakis District, Magelang Regency can be seen from three factors, namely learning readiness, learning interest, and learning profile. The application of differentiated learning as an effort to meet the learning needs of students at SD Negeri Gumelem 1 Pakis District, Magelang Regency is implemented using differentiated learning strategies, namely Differentiated Content, Process, Product and Learning Environment. The implementation of differentiated learning at SD Negeri Gumelem 1, Pakis District, Magelang Regency is in accordance with Carl Roumson Rogers' humanistic learning theory, namely the desire to learn, learning without threat, and learning on one's own initiative (self-initiated learning). ). Based on the results of this research, it can be concluded that the implementation of differentiated learning at SD Negeri Gumelem 1, Pakis District, Magelang Regency is in accordance with humanistic learning theory which both focuses on the diversity of potential and characteristics of students, and can meet students' learning needs.

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