Title: The Effect Of Differentiated Learning Approach on Students' Critical Thinking Abilities
Authors: Nanin Pasroni, Sumardi, Nurul Umamah
Volume: 8
Issue: 7
Pages: 72-78
Publication Date: 2024/07/28
Abstract:
This study aims to determine the application of differentiated learning to improve critical thinking and learning outcomes of students in social studies learning in class VII of SMP Negeri 1 Tegalsari. Differentiated learning is a series of reasonable decisions by teachers in an effort to adjust the learning process in the classroom that is oriented to the learning needs of each student, the decisions in question are: 1) clear learning objectives; 2) how to respond to the learning needs of each student; 3) creating a learning environment that invites students to actively achieve learning goals; 4) effective classroom management; and 5) ongoing assessment. This study uses experimental research. The population in this study were all students in class VII of SMP Negeri 1 Tegalsari with a total of 198 students. Critical thinking skills, which are produced through an active thinking process, help students solve problems and apply them in everyday life. The results of the analysis show that students in the experimental class using a differentiated approach have higher critical thinking skills compared to the control class. The mean posttest score in the experimental class reached 89.53 while the control class was 85.24. The t-test results showed a significant difference with a significance value of 0.000. N-Gain of critical thinking skills in the experimental class was 75.24% (effective category), higher than the control class 59.71% (quite effective category). Differentiated learning with the PjBL model allows students to express their potential according to their interests, creating a more meaningful and effective learning atmosphere.