Pembelajaran Berdiferensiasi dengan Model PjBL

Summary

In this video, Anjang Taufan from SDN Pasarkeling 5186 in Surabaya presents a differentiated learning approach using the Project-Based Learning (PBL) model. The teacher applies a tailored method based on student levels—proficient, developing, and in need of assistance. Through group work, students engage in hands-on projects, applying their knowledge of flat shapes to create visual representations, calculate areas, and present their work. The session emphasizes collaboration, feedback, and personalized support, aiming to enhance learning outcomes while fostering motivation and enthusiasm for learning.

Takeaways

• 👋 The speaker, Anjang Taufan from SDN Pasarkeling 5186 Surabaya, shares good practices on differentiated learning using the Project-Based Learning (PjBL) model.
• 📚 Differentiated learning is not discrimination but an effort to meet diverse student learning needs effectively.
• 🙏 The lesson begins with greetings, prayers, and creating a positive classroom atmosphere by checking attendance and student well-being.
• 🎯 The teacher clearly states the learning objectives, including identifying, designing, and calculating the area of combined flat shapes.
• 🧠 A cognitive diagnostic assessment is conducted to map students’ understanding into three levels: proficient/advanced, developing, and special assistance.
• 👥 Students are grouped based on their understanding level—1 group of proficient learners, 4 groups of developing learners, and 1 group needing special support.
• 📝 Each group receives differentiated worksheets and project tasks suited to their skill level, promoting engagement through tailored challenges.
• 🔧 The PjBL stages include planning, designing, producing, and monitoring project progress, with the teacher providing continuous guidance and support.
• 🖼️ Students create visual projects combining various flat shapes and present their work to the class, receiving peer feedback for improvement.
• 🏆 The teacher reinforces key concepts, appreciates students’ efforts, and motivates them to continue learning enthusiastically.
• 🧩 At the end, students complete individual assessments, reflect on their learning experiences, and note takeaways on sticky notes.
• 🙏 The session concludes with a reflection, prayer, and closing greetings, emphasizing continuous improvement in teaching to meet diverse learning needs.

Q & A

What is the primary purpose of differentiated learning in this context?

The primary purpose of differentiated learning is to meet the diverse learning needs of students by adjusting teaching strategies, content, and assessments based on individual student abilities.

How are students grouped for the project, and why is this important?

Students are grouped based on the results of a cognitive diagnostic assessment. This ensures that students with similar levels of understanding work together, allowing for appropriate challenges and support in each group.

What role does the Project-Based Learning (PBL) model play in this lesson?

The PBL model encourages students to actively engage in learning by collaborating in groups to complete a project. It helps students apply theoretical knowledge in a real-world context, fostering critical thinking and teamwork.

What materials and tasks are provided to the students in each group?

Each group receives different materials and tasks tailored to their ability level. Group A works with basic flat shapes, Group B with more complex combinations, and Group C uses simple materials like folded paper to create their own shapes.

How does the teacher support students during the project development stage?

The teacher monitors each group's progress, provides guidance when needed, and addresses challenges students encounter. This ensures that students stay on track and have the necessary support to succeed.

Why are the students asked to reflect on their learning at the end of the lesson?

Reflecting on their learning helps students consolidate the knowledge they’ve gained during the lesson, encouraging self-awareness of their learning process and improving retention of the material.

What kind of feedback do students give during the peer review stage?

During the peer review, students present their projects to other groups, offering constructive feedback. This allows them to learn from each other’s approaches and improve their own work based on peer insights.

How does the teacher assess the students’ learning at the end of the lesson?

The teacher assesses students’ learning through somatic assessment questions, which are answered individually, and through reflection, where students write down their learning experiences on sticky notes.

What are the benefits of using the Project-Based Learning model for this topic?

The PBL model helps students better understand abstract concepts like the area of combined flat shapes by allowing them to apply their knowledge practically. It also promotes collaboration, critical thinking, and problem-solving.

What is the significance of the cognitive diagnostic assessment conducted before the lesson?

The cognitive diagnostic assessment helps the teacher identify each student's level of understanding before starting the lesson. This allows for effective grouping and ensures that the teacher can tailor the instruction to meet the varied needs of the students.