Jurnal Refleksi Dwi Mingguan Modul 2.1 Pembelajaran Berdiferensiasi

Summary

Tulip Yuni, a prospective teacher from SMP Negeri 1 Bungo, reflects on Module 2.1 of differentiated learning in her weekly journal. She introduces the 4F reflection model developed by Dr. Roger Greenway, which stands for Feelings, Findings, and Future. The module focuses on understanding diverse student learning needs and implementing strategies for differentiated content, process, and product. Through collaborative reflection and contextual demonstration, Yuni gains insights into accommodating various student needs and creating differentiated lesson plans. She expresses gratitude for the knowledge gained and her eagerness to apply these strategies in her classroom, aiming to enhance student learning experiences.

Takeaways

• 📚 The speaker, Tulip Yuni, introduces herself as a teacher candidate from SMP Negeri 1 in Bungo, Indonesia, discussing her weekly reflection journal on differentiated learning.
• 🔍 She uses the 4F reflection model (Facts, Feelings, Findings, and Future) developed by Dr. Roger Greenway to guide her reflection process.
• 📈 The module 2.1 experience began with self-exploration, focusing on concepts like independent exploration, collaboration, contextual demonstration, and elaboration of understanding.
• 🤝 Collaboration was key, with discussions led by facilitators and practical teachers, aiming to analyze the implementation of differentiated learning.
• 📈 The group reflected on the application of differentiated content, process, and product, and discussed strategies and assessments in different educational stages.
• 🏆 Tulip felt grateful for the learning experience, gaining insights into student needs and differentiated learning strategies.
• 🚀 She faced minor challenges in implementing differentiated strategies in her RPP (Rencana Pelaksanaan Pembelajaran, or Lesson Plan), but received good support from school stakeholders.
• 💡 To overcome challenges, Tulip plans to deepen her understanding of the concepts learned and collaborate with school community members on differentiated learning.
• 🎓 The speaker is enthusiastic about applying differentiated learning in her classroom, understanding the diverse learning needs of students.
• 🛠️ Key learnings from module 2.1 include understanding student learning needs, three strategies for differentiation (content, process, and product), and creating differentiated lesson plans based on learning objectives.

Q & A

Who is the speaker in the script?

The speaker is Tulip Yuni, a candidate teacher from SMP Negeri 1 in the Bungo Regency.

What is the main topic of the script?

The main topic of the script is a reflection on a weekly journal about differentiated learning, specifically Module 2.1.

What is the 4F model of reflection mentioned in the script?

The 4F model of reflection is a model developed by Dr. Roger Greenway, which stands for Feeling, Finding, Fact, and Future. It is used to reflect on experiences, identify lessons learned, and plan future actions.

What does the acronym 'CGP' stand for in the context of the script?

In the script, 'CGP' stands for 'Calon Guru Penggerak,' which translates to 'Prospective Teacher Mover' in English.

What are the three types of differentiation discussed in the script?

The script discusses three types of differentiation: differentiation of content, differentiation of process, and differentiation of product.

What is the role of the facilitators in the collaborative space mentioned in the script?

The facilitators, led by Bapak Muhtarom and accompanied by the practicum teacher Ibu Andriani, guide the collaborative reflection and discussion on the implementation of differentiated learning.

What is the significance of the RPP or lesson plan created in the script?

The RPP or lesson plan is created to be differentiated according to the assessment rubrics in the Learning Management System (LMS), ensuring that it meets the diverse learning needs of students.

What challenges did Tulip Yuni face while implementing Module 2.1?

Tulip Yuni faced a minor challenge of feeling somewhat uncertain in implementing the differentiation strategies in the designed RPP.

What are the positive outcomes Tulip Yuni experienced from learning Module 2.1?

Tulip Yuni gained a better understanding of students' learning needs, learned three strategies of differentiation, and felt excited to apply differentiated learning in the classroom.

What are the future actions Tulip Yuni plans to take based on the learning from Module 2.1?

Tulip Yuni plans to apply differentiated learning by conducting cognitive and non-cognitive diagnostics, determining learning objectives, mapping students' readiness, interests, and learning profiles, and creating different learning experiences.

How does the script conclude?

The script concludes with a closing remark, expressing gratitude for the learning experience and wishing peace and happiness.