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Abstract
This is a Classroom Action Research (CAR) that aims to increase students' interest and learning outcomes in class XI chemistry material, which is the structure of molecules, at SMA Negeri 1 Cangkringan, Sleman, Yogyakarta. with a total of 34 students. Differentiated learning was used alongside a project-based learning model to conduct learning activities. This research began with pre-cycle activities to collect data on student profiles for mapping differentiated learning based on students' learning styles and initial abilities. Furthermore, the data collected was used to conduct classroom action research in two cycles. Each cycle consists of several stages, including planning, action implementation, observation, and reflection. To obtain data on the study's findings, data collection was conducted qualitatively and quantitatively for students' interests and learning outcomes. The findings revealed that by implementing differentiated learning through the project-based learning model, students' learning outcomes improved from 74% classical completeness in cycle 1 to 95% in cycle 2. In the cycle 1, 74% of students achieved the minimum competency standards and in the cycle 2 it increased to 95%. Students' interest in learning increased in all indicators from cycle 1 and improved even more in cycle 2. As a result, it is possible to conclude that the use of differentiated learning in conjunction with a project-based learning model can increase the interest and learning outcomes of chemistry students in class XI MIPA 1 SMA Negeri 1 Cangkringan during the 2023/2024 academic year on molecular structure materials.
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References
W. G. Patty, J. D. Zakarias, and C. Paat, “Kearifan Lokat Adat ‘Tutup Baileo’ di Desa Allang Kecamatan Leihitu Barat Kabupaten Maluku Tengah,” Jurnal Holistik, vol. 14, no. 2, pp. 1–17, 2021.
Munawaroh, N. S. Setyani, L. Susilowati, and Rukminingsih, “The Effect of E-Problem Based Learning on Students’ Interest, Motivation and Achievement,” Int. J. Instr., vol. 15, no. 3, pp. 503–518, 2022, doi: 10.29333/iji.2022.15328a.
N. E. S. Basir, Jusniar, and A. Razak, “Penerapan Pembelajaran Berdiferensiasi dengan Model Discovery Learning untuk Meningkatkan Hasil Belajar Peserta Didik,” J. Pemikir. dan Pengemb. Pembelajaran, vol. 5, no. 3, pp. 896–904, 2023. doi: 10.31970/pendidikan.v5i3.780
M. Marlina, Panduan Pelaksanaan Model Pembelajaran Berdiferensiasi di Sekolah Inklusif. Padang: Universitas Negeri Padang, 2019.
N. T. Sakliressy, “Deskripsi Pembeljaaran Diferensiasi dalam Kurikulum Merdeka di SMA YPPK Teruna Bakti,” J. Educ. Papua Baru, vol. 1, no. 2, pp. 16–24, 2023.
R. Moallemi, “The relationship between differentiated instruction and learner levels of engagement at university,” J. Res. Innov. Teach. Learn., vol. 17, no. 1, pp. 21–46, 2024, doi: 10.1108/JRIT-07-2022-0041.
K. O. Tunas and R. D. H. Pangkey, “Kurikulum Merdeka: Meningkatkan Kualitas Pembelajaran dengan Kebebasan dan Fleksibilitas,” J. Educ., vol. 6, no. 4, pp. 22031–22040, 2024, doi: 10.31004/joe.v6i4.6324.
W. Herwina, “Optimalisasi Kebutuhan Siswa dan Hasil Belajar dengan Pembelajaran Berdiferensiasi,” Perspekt. Ilmu Pendidik., vol. 35, no. 2, 2021.
R. J. Gaffar, M. Juaini, and J. Rokhmat, “Peningkatan Minat Belajar Peserta Didik Melalui Penerapan Model Project Based Learning (PjBL),” J. Classr. Action Res., vol. 5, no. 3, pp. 193–197, 2023.
Suhanda and S. Suryanto, “Penerapan Pembelajaran Kimia Berbasis Proyek Untuk Meningkatkan Keterampilan Proses Sains Siswa Kelas X SMA Negeri 2 Purworejo,” J. Inov. Pendidik. Kim., vol. 12, no. 2, pp. 2137–2148, 2018.
M.-H. Shin, “Effects of Project-based Learning on Students’ Motivation and Self-efficacy,” English Teach., vol. 73, no. 1, pp. 95–114, 2018, doi: 10.15858/engtea.73.1.201803.95.
P. D. Anggraini and S. S. Wulandari, “Analisis Penggunaan Model Pembelajaran Project Based Learning Dalam Peningkatan Keaktifan Siswa,” J. Pendidik. Adm. Perkantoran, vol. 9, no. 2, pp. 292–299, 2021, doi: 10.26740/jpap.v9n2.p292-299.
R. Chang and J. Overby, “General Chemistry The Essensial Concepts,” New York: McGraw-Hill, 2011.
S. Nurhasanah and A. Sobandi, “Minat Belajar Sebagai Determinan Hasil Belajar Siswa (Learning Interest as Determinant Student Learning Outcomes),” J. Pendidik. Manaj. Perkantoran, vol. 1, no. 1, pp. 128–135, 2016, [Online]. Available: https://doi.org/10.17509/jpm.v1i1.3264
A. A. Zahirah, W. S. Devi, and N. Widyasari, “Analisis Minat Belajar Peserta Didik pada Mata Pelajaran Matematika di SMA Daarul Khoir Nglipar,” in Seminar Nasional dan Publikasi Ilmiah 2024 FIP UMJ, 2024, pp. 1724–1729.
M. A. Zulfikar and H. Setiawan, “Hubungan Minat Belajar Siswa Dengan Prestasi Belajar Siswa Kelas V Segugus IV Sekabupaten Dompu,” J. Classr. Action Res., vol. 4, no. 2, 2022, doi: 10.29303/jcar.v4i1.1740.
S. Silfitrah and W. H. Mailili, “Pengaruh Minat Belajar dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa Kelas Vii Smp Negeri 4 Sigi,” Guru Tua J. Pendidik. dan Pembelajaran, vol. 3, no. 1, pp. 53–60, 2020, doi: 10.31970/gurutua.v3i1.39.
R. N. Friantini and R. Winata, “Analisis Minat Belajar pada Pembelajaran Matematika,” JPMI (Jurnal Pendidik. Mat. Indones., vol. 4, no. 1, pp. 6–11, 2019.
A. Azizah, “Pentingnya Penelitian Tindakan Kelas Bagi Guru dalam Pembelajaran,” Auladuna J. Prodi Pendidik. Guru Madrasah Ibtidaiyah, vol. 3, no. 1, pp. 15–22, 2021, doi: 10.36835/au.v3i1.475.
H. Alkharusi, “A Descriptive Analysis and Interpretation of Data from Likert Scales in Educational and Psychological Research,” Indian J. Psychol. Educ., vol. 12, no. 2, pp. 13–16, 2022.
M. A. Akbar, R. N. Ariska, K. Khairunnisa, and E. Pepayosa, “Asesmen Diagnostik Non Kognitif Gaya Belajar Siswa Kelas XI di SMAN 1 Pangkalan Susu,” J. Ilm. Profesi Pendidik., vol. 9, no. 2, pp. 1396–1401, 2024, doi: 10.29303/jipp.v9i2.2308.
F. M. Nabila, A. Gani, and Habibati, “Pengaruh Penerapan Strategi Scaffolding Terhadap Ketuntasan Hasil Belajar Peserta Didik SMA Negeri 4 Banda Aceh Pada Submateri Tata Nama Senyawa Hidrokarbon Abstrak Pendahuluan Metode Penelitian,” J. Ilm. Mhs. Pendidik. Kim., vol. 2, no. 2, pp. 127–135, 2023.
D. Kumar, “PHET : An Interactive Simulation Technology For Learning Outcomes Based Teaching-Learning,” Int. Educ. Res. J., vol. 10, no. 5, pp. 120–126, 2024.
L. E. Taneo and R. E. Moleño, “Students’ performance using Physics Education Technology (PhET) Interactive Simulation strategy,” J. Educ. Soc. Policy, vol. 8, no. 2, pp. 52–55, 2021, doi: 10.30845/jesp.v8n2p8.