Praktik Baik Pembelajaran Diferensiasi Mata Pelajaran Pendidikan Agama Islam di SMA PKP JIS

Summary

This video script showcases the application of differentiated learning in an Islamic religious education class at SMA PKP Jakarta Islamic School. The teacher uses diverse methods—videos, direct lectures, and hands-on activities—to address the different learning styles of students, ensuring all engage with the material effectively. The lesson focuses on ethical Islamic principles, such as humility and avoiding negative behaviors like greed and arrogance. Reflective practices are incorporated to help students internalize these lessons, making the learning experience both meaningful and impactful. The approach demonstrates how personalized instruction can enhance student engagement and moral growth.

Takeaways

• 😀 Differentiated learning is an alternative approach to meet the diverse needs of students, aiming to foster positive learning habits and outcomes.
• 😀 Initially, the teaching process did not fully center on the students' diversity, but after attending differentiated learning training at SMA PKP Jakarta Islamic School, the teacher recognized its importance.
• 😀 The teacher, Masdalifah, is an Islamic Education teacher at SMA PKP Jakarta Islamic School, a school that emphasizes independence and Merdeka (freedom) teaching while integrating the Pancasila student profile.
• 😀 Differentiated learning involves assessing students' needs, including their learning styles, and adapting teaching strategies accordingly to ensure effective learning for all students.
• 😀 Before starting lessons, the teacher begins with prayers, including reading Surah Al-Fatihah and revising Surah Ad-Duha, led by the class leader, Samuel.
• 😀 The teacher acknowledges the diversity among students and applies differentiated learning by grouping students into three categories based on their learning styles: visual, auditory, and kinesthetic learners.
• 😀 The visual group watches videos related to the lesson, the auditory group listens directly to the teacher's explanation, and the kinesthetic group engages in practical activities demonstrating the lesson's concepts.
• 😀 The learning objective is for students to create quotes that promote avoiding negative behaviors (such as showing off, arrogance, and jealousy) and practicing humility in daily life.
• 😀 Throughout the lesson, the teacher ensures all groups receive equal guidance and support, with each group working on the same tasks and using similar materials.
• 😀 The teacher conducts a reflection at the end of the lesson to assess students' progress, gain insights for further improvement, and ensure the students have learned the intended values and skills.
• 😀 The overarching goal of differentiated learning is to recognize the individual potential and interests of students and respond to their learning needs, ensuring meaningful, active, and creative learning experiences.

Q & A

What is differentiated learning, and how is it applied in the classroom?

Differentiated learning is an approach that tailors teaching methods to meet the individual needs, interests, and learning styles of students. In the classroom, this is applied by using various instructional methods, such as visual, auditory, and kinesthetic activities, to ensure that every student can engage with the material in a way that suits them best.

How does the teacher ensure that the needs of diverse learners are met?

The teacher ensures the needs of diverse learners are met by categorizing students into different groups based on their learning styles: visual, auditory, and kinesthetic. Each group receives the same content through tailored methods—video materials for visual learners, direct lectures for auditory learners, and role-playing for kinesthetic learners.

Why is the concept of 'diversity' important in the context of differentiated learning?

The concept of diversity is crucial because it acknowledges the varying abilities, backgrounds, and learning preferences of students. By recognizing and responding to these differences, teachers can create a more inclusive and effective learning environment that supports the success of all students.

What role does assessment play in the differentiated learning process?

Assessment plays a critical role by helping the teacher identify students' initial understanding and learning needs. An initial assessment helps guide the differentiation process, ensuring that learning activities and support are aligned with the specific needs of each group of students.

What are the main learning goals for this lesson on Islamic ethics?

The main learning goals of the lesson are to help students understand the importance of avoiding negative behaviors like arrogance (takabur), envy (hasad), and ostentation (riya), and to encourage them to adopt humble and ethical behaviors in daily life, as aligned with Islamic teachings.

How does the teacher incorporate Islamic values into the learning experience?

The teacher integrates Islamic values by focusing on concepts such as humility and avoiding negative traits. Students are encouraged to reflect on these values and are tasked with creating motivational quotes that promote these qualities, helping them internalize and apply them in real-life situations.

How do students participate in the reflection process at the end of the lesson?

At the end of the lesson, students participate in a reflection session where they are asked to think about the key lessons learned, such as avoiding negative traits and embracing humility. This reflection helps reinforce the learning objectives and gives students an opportunity to self-assess and consider how they can apply these values in their daily lives.

Why does the teacher divide students into three different learning groups?

The teacher divides students into three groups based on their learning styles (visual, auditory, and kinesthetic) to cater to their individual needs. This ensures that all students engage with the lesson in the way that is most effective for their learning preferences, promoting a deeper understanding of the material.

What is the purpose of the 'product-based learning model' mentioned in the lesson?

The 'product-based learning model' focuses on having students create tangible outputs, such as quotes or reflections, that demonstrate their understanding of the material. This model encourages students to actively apply the concepts they’ve learned and promotes creativity in expressing their thoughts.

What is the significance of the teacher’s use of video resources in the lesson?

The use of video resources serves as an engaging and effective tool for visual learners. It helps present information in a dynamic way, enhancing understanding and retention. Videos are especially useful in illustrating complex concepts and providing real-world examples related to the lesson’s themes.