The Implementation of Differentiated Instruction Strategy in P5 Learning at SMK Negeri 1 Jambi
DOI:
https://doi.org/10.59175/pijed.v2i2.113Keywords:
Differentiated Instruction, Project Based Learning, P5Abstract
The purpose of this study is to determine the implementation of P5 activities as a project to strengthen the value of Pancasila in the Student’s profile in a school and the impact of its implementation on students. The method used is a qualitative method with a descriptive approach. The data collection technique used was interviews with 2 informants, namely 1 P5 coordinator teacher who developed the module and coordinated the activities, 1 P5 facilitator teacher who taught class X by implementing Merdeka curriculum, and 2 class X students as P5 activity participants. In implementing Merdeka curriculum, students are required to create or carry out a project. One of the project activities in Merdeka curriculum is carrying out P5 activities. The P5 activity is a project activity to strengthen the profile of moral value in Pancasila as students. The P5 activities carried out are adjusted to the seven themes set by the Ministry of Education and Culture. The project results that displayed in this P5 activity are: (1) posters; (2) Short stories; (3) Poetry musical; (4) songs; (5) vlogs; (6) Dramas and (7) Academic writing.
References
Aditya, D., Ariatama, S., Mardiana, E., & Sumargono. (2021). Pancasila APP (Pancasila’s Character Profile): As Innovation Supports Free Learning During Pandemic Times. Edukasi: Jurnal Penelitian dan Artikel Pendidikan, 13 (02), 91-108.
Caro, D. H., Lenkeit, J., & Kyriakides, L. (2016). Teaching Strategies and Differential Effectiveness Across Learning Contexts: Evidence from PISA 2012. Studies in Educational Evaluation, 49, 30–41. https://doi.org/10.1016/j.stueduc.2016.03.005
Hadi, A., Marniati, M., Ngindana, R., Kurdi, M. S., Kurdi, M. S., & Fauziah, F. (2023). New Paradigm of Merdeka Belajar Curriculum in Schools. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1497–1510. https://doi.org/10.35445/alishlah.v15i2.3126
Klar, H. W., & Brewer, C. A. (2013). Successful Leadership in High-Needs Schools. Educational Administration Quarterly, 49(5), 768–808. https://doi.org/10.1177/ 0013161X13482577
Martanti, F., Widodo, J., Rusdarty, R, Priyanto A. S (2022). Strengthening Student Profile of Pancasila through Differential Learning on IPS Lectures in the Movement School. Prosiding of the National Seminary of Pascasarana. Universitas Negeri Semarang.
Moleong, L.J. (2018). Qualitative Research Method (Revised Edition Thirty-Eight Print). PT. Remaja Rosdakarya.
Pelas, M. U., & Suharno, S. (2023). Implementation of Assignment Methods Through Social Media: A Case Study of Pancasila Courses. Journal of Islamic Education and Ethics, 1(1), 1–12. https://doi.org/10.18196/jiee.v1i1.6
Purba, M., Purnamasari, N., Soetantyo, S., Suwarna, I.R., Susanti., E.I. (2021). Academic Script: Differentiated Learning Development Principles. Kemendikbudristek.
Tomlinson, Carol A & Moon, Tonya R. (2013). Assessment and Student Success in a Differentiated Classroom. VA: ASCD.
Tucker, Catlin. (2011). Differentiated Instruction: What Is It? Why Is It Important? How Can Technology help?. Accessed from https://catlintucker.com/2011/ 01/differentiated-instruction-whatis-it-why-is-it-important-how-can-technology-help/ on June 22, 2023.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Budi Prasetyanto Hari Sakti, Putimasurai Putimasurai
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
