Penerapan Strategi Pembelajaran Berdiferensiasi Membuat Matematika Asyik dan Menyenangkan

Summary

This video script follows Eka Yulita Sari, a mathematics teacher at SMA IT Iqro in Bengkulu, as she reflects on her experience implementing differentiated learning strategies to engage students. Faced with a class that struggled to enjoy math, she used diagnostic assessments to tailor her approach, grouping students by their interests and providing them with choices in assignments and seating. The result was increased student engagement, improved academic performance, and positive feedback from the students. Eka concludes by emphasizing the importance of adapting teaching methods to suit the current generation, inspiring educators to innovate in their teaching practices.

Takeaways

• 😀 Eka Yulita Sari is a mathematics teacher at SMA IT Iqra in Bengkulu, the first integrated Islamic high school in the region.
• 😀 SMA IT Iqra is known for its innovation and has implemented the Merdeka Curriculum to enhance educational quality.
• 😀 Eka faced challenges in engaging her class, as many students found math to be an unpleasant subject.
• 😀 A diagnostic assessment was conducted to understand students' readiness, interests, and learning preferences, revealing that students preferred learning in groups with close friends.
• 😀 Consulting with the homeroom teacher revealed that the class had social groupings (or 'gengs'), influencing their classroom interactions.
• 😀 Eka decided to implement differentiated learning, grouping students based on their interests to improve engagement.
• 😀 Students were given the flexibility to choose tasks within their groups, and they could swap tasks with other groups if needed.
• 😀 Eka also allowed students to choose their seating arrangement, promoting a more comfortable and collaborative learning environment.
• 😀 The teacher acted as a facilitator, providing support and assessing student progress during group work through formative assessments.
• 😀 After implementing differentiated learning, student feedback was overwhelmingly positive, with students reporting that the lessons were more enjoyable and less boring.
• 😀 The differentiated approach led to an improvement in students' understanding, as they were able to answer questions correctly, demonstrating effective learning.

Q & A

What is the main focus of Eka Yulita Sari's discussion in the script?

The main focus of Eka Yulita Sari's discussion is on her experience of implementing differentiated learning strategies in teaching mathematics at SMA IT Iqro, a school in Bengkulu, Indonesia, while adjusting to the new Merdeka Curriculum.

How does SMA IT Iqro approach the Merdeka Curriculum?

SMA IT Iqro has embraced the Merdeka Curriculum by continually innovating and adapting to new educational methods. This includes applying differentiated learning strategies to meet the diverse needs of students.

What challenges did Eka Yulita Sari face at the beginning of the semester with teaching mathematics?

At the beginning of the semester, Eka Yulita Sari faced challenges with student engagement, particularly in a class that showed a lack of enthusiasm toward mathematics, which she attributed to the newness of the Merdeka Curriculum and the transition to Implementing IKM (Independent Curriculum).

What method did Eka use to assess her students' readiness for learning?

Eka Yulita Sari conducted a diagnostic assessment focused on non-cognitive aspects, including students' readiness for learning, interests, and tendencies, to understand how they preferred to group themselves for learning.

How did the students in the class prefer to group themselves, according to the diagnostic assessment?

According to the diagnostic assessment, most students preferred to group themselves based on their close friendships, indicating a desire for emotional closeness and comfort within their learning groups.

What strategy did Eka Yulita Sari implement to address the students' preference for grouping by friends?

Eka implemented differentiated learning strategies, particularly by grouping students according to their interests and allowing them to choose their tasks and seating arrangements, fostering a more comfortable and productive learning environment.

What was the role of the teacher during group activities in the differentiated learning approach?

During the group activities, Eka acted as a facilitator, checking on each group to address difficulties and ensure that the students were on the right track with their tasks. She also conducted assessments for learning while students were engaged in discussions.

How did the students respond to the differentiated learning approach?

The students responded positively to the differentiated learning approach, expressing that the lessons became more enjoyable, engaging, and less boring. They appreciated the opportunity to interact with their peers and learn in a more relaxed environment.

What evidence indicated that the differentiated learning strategy was successful?

The success of the differentiated learning strategy was evident from the increased happiness of the students and the improvement in their performance, as reflected in their ability to correctly answer the questions posed after the lesson.

What educational philosophy did Eka Yulita Sari quote at the end of her reflection?

Eka Yulita Sari quoted the philosophical saying, 'Teach the child according to their time, because they live in their time, not yours,' emphasizing the importance of adapting teaching methods to the needs of contemporary students, which is the essence of differentiated learning.