PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP KONSENTRASI BELAJAR DAN KEMAMPUAN COMPUTATIONAL THINKING PESERTA DIDIK MADRASAH IBTIDAIYAH

Alia Latifah, NIM.: 22204081008 (2024) PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP KONSENTRASI BELAJAR DAN KEMAMPUAN COMPUTATIONAL THINKING PESERTA DIDIK MADRASAH IBTIDAIYAH. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The skills required in the 21st century, in addition to reading, writing, science, and mathematics, are critical thinking, applying creativity, collaboration, problem-solving, and communication skills. In education, focusing on optimal study concentration and avoiding outdated methods is crucial. The differentiated approach, which considers the individual needs of students, is highly relevant. This research aims to evaluate the impact of differentiated learning on study concentration and computational thinking skills of students in Islamic elementary schools. The research method used a quantitative experimental approach with a Non-Equivalent Control Group Design, involving two classes: the experimental and control groups. Data was collected through tests (pre-test and post-test) and non-tests (questionnaires and documentation) in class IV-a as the experimental group (25 students) and IV-b as the control group (20 students) at MI Miftahul Huda Kebonbatur. Data were validated and analyzed using Paired Sample T-test and MANOVA. The results showed: firstly, there was a significant influence of differentiated learning on student study concentration. The average study concentration score increased from pre-test (83.12) to post-test (94.68). Secondly, there was a significant influence of differentiated learning on students' computational thinking ability. The average computational thinking score also increased from pre-test (45.80) to post-test (72.20). Thirdly, there was a significant influence of differentiated learning on study concentration and computational thinking ability simultaneously. This is indicated by the significance level being smaller than the significance level of 0.05 or 0.00 < 0.05.

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