IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODEL
The aim of this research is to determine the extent to which students' learning outcomes have improved through the application of differentiated learning in a Problem-Based Learning (PBL) model in the Economics subject. The study employs a action research, consisting of two cycles, beginning wi...
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| Format: | Article |
| Language: | English |
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Nurul Jadid University, Islamic Faculty
2024-07-01
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| Series: | Pedagogik: Jurnal Pendidikan |
| Subjects: | |
| Online Access: | https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/6146 |
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| author | Yunisa Aulia Dadang Dahlan Hana Mardiati Dahlan |
| author_facet | Yunisa Aulia Dadang Dahlan Hana Mardiati Dahlan |
| author_sort | Yunisa Aulia |
| collection | DOAJ |
| description | The aim of this research is to determine the extent to which students' learning outcomes have improved through the application of differentiated learning in a Problem-Based Learning (PBL) model in the Economics subject. The study employs a action research, consisting of two cycles, beginning with a pre-cycle. Each cycle includes the stages of planning, implementing, observing, and reflecting. The results of the research indicate an improvement in students' affective learning outcomes, with pre-cycle data showing 85% (good category), Cycle I showing 82% (good category), and Cycle II showing 88% (very good category). Psychomotor learning outcomes also showed an increase, starting from 78% in the pre-cycle (good category), rising to 82% in Cycle I (good category), and reaching 86% in Cycle II (very good category). Cognitive learning outcomes demonstrated significant improvement as well, with pre-cycle average scores at 57 (10 students achieving the passing grade, 28%), Cycle I average scores at 77 (26 students achieving the passing grade, 72%), and Cycle II average scores at 86 (31 students achieving the passing grade, 86%). The research demonstrates that the implementation of differentiated learning within a Problem-Based Learning model effectively enhances student learning outcomes in the Economics subject. |
| format | Article |
| id | doaj-art-1a5372d7761a4dc7a8ae5fef55800a21 |
| institution | Kabale University |
| issn | 2354-7960 2528-5793 |
| language | English |
| publishDate | 2024-07-01 |
| publisher | Nurul Jadid University, Islamic Faculty |
| record_format | Article |
| series | Pedagogik: Jurnal Pendidikan |
| spelling | doaj-art-1a5372d7761a4dc7a8ae5fef55800a212025-02-04T02:31:47ZengNurul Jadid University, Islamic FacultyPedagogik: Jurnal Pendidikan2354-79602528-57932024-07-01111365310.33650/pjp.v11i1.61463032IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODELYunisa Aulia0Dadang Dahlan1Hana Mardiati Dahlan2Indonesia University of Education, West JavaIndonesia University of Education, West JavaSMA Negeri 11 Bandung, West JavaThe aim of this research is to determine the extent to which students' learning outcomes have improved through the application of differentiated learning in a Problem-Based Learning (PBL) model in the Economics subject. The study employs a action research, consisting of two cycles, beginning with a pre-cycle. Each cycle includes the stages of planning, implementing, observing, and reflecting. The results of the research indicate an improvement in students' affective learning outcomes, with pre-cycle data showing 85% (good category), Cycle I showing 82% (good category), and Cycle II showing 88% (very good category). Psychomotor learning outcomes also showed an increase, starting from 78% in the pre-cycle (good category), rising to 82% in Cycle I (good category), and reaching 86% in Cycle II (very good category). Cognitive learning outcomes demonstrated significant improvement as well, with pre-cycle average scores at 57 (10 students achieving the passing grade, 28%), Cycle I average scores at 77 (26 students achieving the passing grade, 72%), and Cycle II average scores at 86 (31 students achieving the passing grade, 86%). The research demonstrates that the implementation of differentiated learning within a Problem-Based Learning model effectively enhances student learning outcomes in the Economics subject.https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/6146learning outcomesdifferentiated learningproblem based-learning model. |
| spellingShingle | Yunisa Aulia Dadang Dahlan Hana Mardiati Dahlan IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODEL Pedagogik: Jurnal Pendidikan learning outcomes differentiated learning problem based-learning model. |
| title | IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODEL |
| title_full | IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODEL |
| title_fullStr | IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODEL |
| title_full_unstemmed | IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODEL |
| title_short | IMPROVING STUDENT LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF DIFFERENTIATED LEARNING IN A PROBLEM-BASED LEARNING MODEL |
| title_sort | improving student learning outcomes through the implementation of differentiated learning in a problem based learning model |
| topic | learning outcomes differentiated learning problem based-learning model. |
| url | https://ejournal.unuja.ac.id/index.php/pedagogik/article/view/6146 |
| work_keys_str_mv | AT yunisaaulia improvingstudentlearningoutcomesthroughtheimplementationofdifferentiatedlearninginaproblembasedlearningmodel AT dadangdahlan improvingstudentlearningoutcomesthroughtheimplementationofdifferentiatedlearninginaproblembasedlearningmodel AT hanamardiatidahlan improvingstudentlearningoutcomesthroughtheimplementationofdifferentiatedlearninginaproblembasedlearningmodel |