ANALISIS KETERAMPILAN MEMBACA PEMAHAMAN DENGAN MENERAPKAN MODEL PEMBELAJARAN BERDIFERENSIASI BERMUATAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN KOGNITIF SISWA DI SEKOLAH DASAR INKLUSI

M. Hulkin, NIM.: 22204082021 (2024) ANALISIS KETERAMPILAN MEMBACA PEMAHAMAN DENGAN MENERAPKAN MODEL PEMBELAJARAN BERDIFERENSIASI BERMUATAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN KOGNITIF SISWA DI SEKOLAH DASAR INKLUSI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

In inclusive education, reading comprehension skills become one of the critical abilities that influence students' cognitive development. However, many students in inclusive schools face challenges in mastering these skills, primarily due to differences in learning needs. Traditional teaching approaches often fail to adapt the materials and methods to the students' requirements, necessitating the implementation of more flexible and adaptive learning models. One relevant approach is differentiated instruction, combined with Problem Based Learning (PBL), to meet individual learning needs and enhance students' reading comprehension skills and cognitive abilities. This research aims to: 1) Analyze students' reading comprehension skills by implementing a differentiated learning model with Problem-Based Learning (PBL) in inclusive elementary schools, 2) Describe how the differentiated learning model with Problem-Based Learning (PBL) can be adjusted to meet the learning needs of students in inclusive elementary schools, 3) Examine the effectiveness of the differentiated learning model with Problem-Based Learning (PBL) on students' cognitive abilities, and 4) Identify challenges in implementing the differentiated learning model with Problem-Based Learning (PBL) in inclusive elementary schools. This research adopts a mixed-method approach with a sequential exploratory design. Initial data collection was conducted through qualitative methods such as observation and interviews to understand the implementation of differentiated learning in an inclusive context. The results of this phase were then used as the basis for developing quantitative research instruments. Subsequently, in the quantitative phase, a quasi-experimental design with a pretest-posttest was carried out on the experimental group at SD Negeri Sorogenen 2. Students' reading comprehension skills and cognitive abilities were measured using validated tests to observe changes before and after the implementation of this learning model, with a sample of 29 fifth-grade students from SD Negeri Sorogenen 2. Data were analyzed using parametric tests, including normality tests, homogeneity tests, paired sample t-tests, and N-Gain analysis. The results of this study indicate that there is a significant improvement in students' reading comprehension skills and cognitive abilities after the implementation of the differentiated learning model infused with Problem Based Learning (PBL). This is evident from the comparison of the average Pre-Test score of 70.00 and the Post-Test score of 82.41, with a p-value of 0.000 and an N-Gain value of 0.3960. Therefore, the implementation of the learning model used can be considered effective in supporting the development of students' skills, although further evaluation is needed to strengthen these findings.

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