Implementasi Pembelajaran Diferensiasi, Sosial dan Emosional dengan Media Pembelajaran Interaktif Si Peri Cantik

Tia Ratna  Wulandari

doi:10.26811/didaktika.v9i2.1855

Authors

Tia Ratna Wulandari Sekolah Dasar Negeri 1 Kronggen Jawa Tengah, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v9i2.1855

Abstract

This study aims to implement social and emotional-based differentiated learning using the interactive learning media SI PERI CANTIK for teaching plant parts and photosynthesis in fourth-grade elementary school students. The research employed a qualitative descriptive approach through observation, interviews, and documentation. The findings indicate that differentiated learning supported by SI PERI CANTIK significantly enhances student participation and teacher engagement. Both teacher and student activities were categorized as excellent, and student assessment results reflected improved conceptual understanding and numeracy literacy. Moreover, the approach contributed to the development of students’ social skills and digital literacy. The interactive media proved effective in delivering complex content visually and communicatively. This study contributes to the advancement of adaptive and contextual learning models in elementary education. Future research is recommended to examine the sustainability of this learning approach across various subjects and educational levels.

References

Anggraini, A. A., & Saputra, E. R. (2023). Implementasi Pengembangan Infografis Terintegrasi sebagai Media dan Suplemen Pembelajaran Bahasa Inggris di Sekolah Dasar. Jurnal Didaktika Pendidikan Dasar, 7(2), 617-638. https://doi.org/10.26811/didaktika.v7i2.920

Arends, R. I. (2012). Learning to teach (9th ed.). New York, NY: McGraw-Hill.

Asmawati, L. (2023). The Development of Puzzle Games for Early Childhood Based on the Banten Local Culture. Jurnal Ilmiah Peuradeun, 11(2), 531-550. https://doi.org/10.26811/peuradeun.v11i2.895

Darmawan, D., & Syahputra, R. (2021). Pengaruh penerapan pembelajaran berbasis proyek terhadap kemampuan berpikir kritis siswa. Jurnal Pendidikan dan Pembelajaran, 28(2), 125–133. https://doi.org/10.1234/jpp.v28i2.125

Gusteti, A., & Neviyarni, N. (2022). Implementasi pembelajaran berdiferensiasi berbasis sosial-emosional untuk meningkatkan keterampilan sosial siswa. Jurnal Pendidikan Karakter, 12(3), 233–250. https://doi.org/10.21831/jpk.v12i3.30412

Gustina, G. (2021). Pengembangan Media Pembelajaran Permainan Edukatif Cari Kata Berbasis Android untuk Menstimulasi Pembelajaran HOTS. Jurnal Didaktika Pendidikan Dasar, 5(1), 31-46. https://doi.org/10.26811/didaktika.v5i1.269

Hasanah, S., Rahmawati, A., & Nursahid, F. (2023). Pengaruh pembelajaran berbasis media interaktif terhadap peningkatan aktivitas dan hasil belajar siswa. Jurnal Teknologi Pendidikan, 35(3), 223–234. https://doi.org/10.21009/jtp.v35i3.225

Herawati, D. (2024). Pengembangan Media “Wayang Si Dupan” untuk Pembelajaran Siklus Hidup Hewan di Sekolah Dasar. Jurnal Didaktika Pendidikan Dasar, 8(2), 781-798. https://doi.org/10.26811/didaktika.v8i2.1319

Hidayati, N., & Sunaryo, H. (2020). Pembelajaran berdiferensiasi berbasis sosial-emosional dalam meningkatkan motivasi dan hasil belajar siswa. Jurnal Pendidikan Indonesia, 11(1), 74–85. https://doi.org/10.23887/jpi-undiksha.v11i1.17463

Huda, M. (2013). Cooperative learning: Metode, teknik, struktur, dan model aplikasi. Yogyakarta: Pustaka Pelajar.

Lakoy, F. A. (2022). Pengembangan Media Rotasi Dinamis untuk Membangun Kemampuan Literasi Numerasi pada Pembelajaran Transformasi. Jurnal Didaktika Pendidikan Dasar, 6(2), 381-396. https://doi.org/10.26811/didaktika.v6i2.692

Leikin, R., & Zaslavsky, O. (1999). Cooperative learning in mathematics. Mathematics Teacher Education, 2(3), 289–311. https://doi.org/10.1007/s10857-999-0008-7

Risdianto, E., Wachidi, W., Riyanto, R., Fathurochman, I., Yanto, M., & Asmara, A. (2022). Feasibility Test of Learning Media with Blended Learning Model and Augmented Reality-Assisted MOOCs. Jurnal Ilmiah Peuradeun, 10(1), 149-164. https://doi.org/10.26811/peuradeun.v10i1.626

Russo, J., Bobis, J., & Sullivan, P. (2021). The role of teacher differentiation strategies in enhancing student engagement and learning. International Journal of Educational Research, 107, 101753. https://doi.org/10.1016/j.ijer.2021.101753

Sari, D. M., & Wijayanti, D. R. (2021). Pengembangan media pembelajaran interaktif berbasis teknologi untuk meningkatkan hasil belajar siswa pada materi IPA. Jurnal Inovasi Pendidikan dan Pembelajaran, 5(1), 88–98. https://doi.org/10.15294/jipp.v5i1.3215

Subanji. (2013). Pendekatan konstruktivistik dalam pembelajaran matematika untuk meningkatkan kemampuan berpikir kritis siswa. Jurnal Matematika dan Pendidikan Matematika, 5(2), 73–84. https://doi.org/10.1155/jmpm.2013.5.73

Sugiyono. (2018). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.

Suryani, N., & Syahrial, Z. (2020). Media pembelajaran interaktif sebagai alternatif dalam meningkatkan minat dan hasil belajar. Jurnal Pendidikan Teknologi dan Kejuruan, 19(4), 232–245. https://doi.org/10.23887/jptk.v19i4.27561

Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58(1), 6–11.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: ASCD.

Wahyuni, R., & Neviyarni, N. (2022). Pengaruh pembelajaran berbasis teknologi terhadap keterampilan berpikir kritis siswa. Jurnal Teknologi dan Pembelajaran, 9(2), 57–68. https://doi.org/10.15294/jtp.v9i2.3223

Walidin, W., Idris, S., & Tabrani ZA. (2015). Metodologi Penelitian Kualitatif & Grounded Theory. Banda Aceh: FTK Ar-Raniry Press.

Widarti, H. R., Rokhim, D. A., Yamtinah, S., Shidiq, A. S., & Baharsyah, A. (2024). Instagram-Based Learning Media: Improving Student Motivation and Learning Outcomes in Reaction Rate. Jurnal Ilmiah Peuradeun, 12(1), 165-182. https://doi.org/10.26811/peuradeun.v12i1.957