Penerapan Pembelajaran Berdiferensiasi Berbasis Kearifan Lokal untuk Meningkatkan Keaktifan Belajar Peserta Didik
DOI:
https://doi.org/10.30587/didaktika.v29i2.6513Keywords:
Pembelajaran berdiferensiasi, kearifan lokal, keaktifan belajarAbstract
Hasil pembelajaran berdiferensiasi belum bermakna karena tidak memenuhi kebutuhan peserta didik untuk belajar. Peserta didik belum mengenai konten materi kearifan lokal yang dipelajari. Penelitian ini dilakukan untuk mengetahui peningkatan keaktifan belajar peserta didik yang terjadi saat diterapkannya pembelajaran berdiferensiasi berbasis kearifan lokal. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan dua siklus dengan tahapan lesson study yakni plan, do, see. Subjek yang terlibat pada penelitian ini merupakan 34 peserta didik kelas VII. Hasil penelitian menunjukkan persentase keaktifan belajar peserta didik pada pra-siklus sebesar 35% dan mengalami peningkatan pada siklus 1 menjadi 68% dan meningkat kembali pada siklus 2 menjadi 84%. Persentase masing-masing aspek pada siklus 2 adalah 86% pada aspek perhatian, 94% pada kerjasama, 80% pada mengajukan pertanyaan, serta 76% pada aspek pemecahan masalah. Keempat aspek tersebut telah mencapai kategori tinggi, artinya pada setiap aspek keaktifan belajar peserta didik telah mencapai kategori tinggi yang merupakan kategori paling baik. Dengan hasil penelitian yang diperoleh dapat disimpulkan penerapan pembelajaran berdiferensiasi berbasis kearifan lokal dapat meningkatkan keaktifan belajar peserta didik.
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