Implementation of Differentiated Learning Model in Improving Students Collaboration Skills
Abstract
This study aims to apply the Differentiation learning model to improve students collaboration skills at SMP Swasta RK Deli Murni Delitua. This Classroom Action Research (CAR) involved 38 Phase D Class VII-1 students in the 2024/2025 Academic Year. The research procedure includes the planning, implementation, observation, and reflection stages, with data collection techniques through tests, observation, and documentation. The results showed a significant increase in the application of differentiation, marked by an increase in the average value from 58,92 in cycle I to 84,82 in cycle II (an increase of 25,9%). The aspect of determining learning objectives increased from 50% to 87.5%, while the implementation of initial diagnostics increased from 62.5% to 81.25%. Students collaboration skills also increased, both in general (from 38,41 to 68,54 or up 30,13%) and in specific aspects such as face-to-face interaction (35.52% to 63.81%) and individual responsibility (32.89% to 60.52%). In addition, visual, auditory, and kinesthetic-based learning products reached the very good category (100%). Recommendations include increasing teacher creativity, reviewing the curriculum, and improving learning strategies.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i8.6921
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