Implementation of Differentiated Learning with the Project-Based Learning Model to Improve Third Grade Elementary School Students' Main Sentence Identification Skills
DOI:
https://doi.org/10.30587/didaktika.v32i1.11195Keywords:
differentiated learning, project-based learning, ability to identify the main sentenceAbstract
This research aims to strengthen the skills of Class 3A students at SDIT Al-Ibrohimi in identifying the main sentence in a paragraph through the application of differentiated learning using a project-based learning model. The type of research conducted was classroom action research, carried out in two cycles with 27 students as the research subjects. Each cycle consisted of the planning, implementation, and observation stages, followed by reflection on the implementation of the actions. The data collection techniques used in this research were interviews and observations. The research results show that there was an increase in learning outcomes, with the classical learning outcomes initially reaching 68.1%. This indicated that further action was necessary, as the specified learning objectives had not yet been achieved. After implementing improvements based on the reflections from the first cycle, the second cycle showed an increase in student learning outcomes to 93.5%, which was classified as successful, as it met the success criteria. Thus, the application of differentiated learning with a project-based learning model effectively improves the ability of Class 3A students at SDIT Al-Ibrohimi to identify the main sentence in a paragraph.
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