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Abstract

Differentiated learning is an effort to meet learning needs by adjusting to the diverse learning readiness, learning profiles, and interests of each student. Differentiated learning is expected to create effective teaching and learning activities, give students the freedom to exercise their right to learn, and facilitate students' learning needs to develop their abilities. The basic elements of differentiated learning include four (4) aspects, namely: 1) learning environment, 2) curriculum, 3) assessment, 4) learning process. These four elements are interrelated. This research model is qualitative research. The research model used in this study is a descriptive model with the aim of describing the elements of differentiation in PGSD student teaching modules. The location of the research is at Muhammadiyah University Malang. The subjects in this study are PGSD students. The instruments used in this study are interview guidelines, observation guidelines, questionnaires, and documentation. The findings show that 56% of students have not applied differentiated elements in the learning tools they have developed. This is due to their minimal knowledge and understanding of differentiated elements. In addition, the impact of rapid curriculum changes has made it difficult for students to digest the various types of elementary school curricula that they will use as guidelines for developing their learning tools.

Publisher

State University of Malang (UM)

Digital Object Identifier (DOI)

10.17977/um012v11i12026p35-42

First Page

35

Last Page

42

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