The Effectiveness of Differentiated Instruction Modules in Enhancing Sociology Learning Outcomes among Eleventh-Grade Students under the Merdeka Curriculum
DOI:
https://doi.org/10.61455/sujiem.v4i01.649Keywords:
differentiated learning, learning modules, learning outcomes, sociology, merdeka curriculumAbstract
Objective: Uniform teaching ignores students' readiness, interests, and learning styles, resulting in suboptimal outcomes. To address diverse needs, differentiated learning adapts process, content, and product. This study aims to evaluate the implementation of differentiated learning in improving students' knowledge, attitudes, and skills. Theoretical framework: Three cycles of the Classroom Action Research (CAR) technique, which is based on the Kemmis & McTaggart model, were utilised in this study. Each cycle had the following stages: planning, action implementation, observation, and reflection. The research participants were 36 Grade XI SOSHUM students at Al-Azhar High School in Medan. The instruments used in this study were learning outcome tests for knowledge aspects, observation sheets for attitudes, and performance assessments for skill aspects. Literature review: Through differentiated content, method, and product, differentiated education takes into account students' varied learning profiles, interests, and readiness. Differentiated instruction has been shown in earlier research to have a positive impact on student learning outcomes. The application of varied teaching modules to enhance students' sociology knowledge, attitudes, and abilities is examined in this study. Method: The data were analyzed qualitatively and quantitatively to determine the improvement in the students' average learning outcomes. The research method used a differentiated learning approach through content, process, and product. This method was adapted to the students' learning styles (visual, auditory, and kinesthetic), as well as their interests and readiness. The study's findings demonstrate an improvement in students' learning outcomes in three areas, including knowledge. Results: In cycle I, students' average score was 71, which fell short of the required minimum. The average score increased to 85 in cycle II and 93 in cycle III. The average attitude score increased from 68 in cycle I to 87 in cycle II and 97 in cycle III. The average skill score increased from 70 in cycle I to 89 in cycle II and 96 in cycle III. Differentiated instruction can enhance students' cognitive, emotional, and psychomotor learning outcomes. Implications: The implementation of differentiated teaching modules can be a solution to overcome low learning outcomes by emphasizing readiness, interest, and learning styles, which is in line with Carol Ann Tomlinson's view. Novelty: The use of differentiated teaching modules that incorporate students' readiness, interests, and learning profiles through differentiated content, methods, and results in sociology learning is what makes this study interesting.
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