Peningkatan Kreativitas dan Hasil Belajar IPA melalui Pembelajaran Berdiferensiasi pada Materi Bumi dan Tata Surya
DOI:
https://doi.org/10.35719/vektor.v6i2.110Keywords:
differentiated learning, creativity, learning outcomes, Earth and the Solar System, science education, pembelajaran berdiferensiasi, kreativitas, hasil belajar, IPA, Bumi dan Tata SuryaAbstract
This study aimed to improve students’ creativity and science learning outcomes through differentiated instruction on the topic of Earth and the Solar System. The study employed collaborative classroom action research conducted in two cycles following a pre-cycle stage. The participants were 34 Year 7 students. Differentiated instruction was implemented through content, process, and product differentiation. Data were collected through creativity observations and formative tests, then analysed using descriptive quantitative methods. Creativity was assessed in two aspects: creative personality and creative thinking. The results showed improvements in both aspects. Creative personality increased from 70.20% in Cycle I to 86.86% in Cycle II, while creative thinking increased from 66.47% to 85.00%. Learning outcomes also improved, with the mean formative test score rising from 75.88 to 85.45 and classical learning mastery increasing from 50% to 84.48%. These findings suggest that differentiated instruction has the potential to improve students’ creativity and science learning outcomes by providing varied learning experiences and product choices that accommodate diverse learning needs.
Abstract
Penelitian ini bertujuan untuk meningkatkan kreativitas dan hasil belajar IPA peserta didik melalui strategi pembelajaran berdiferensiasi pada materi Bumi dan Tata Surya. Penelitian menggunakan metode penelitian tindakan kelas kolaboratif yang dilaksanakan dalam dua siklus, didahului dengan kegiatan prasiklus. Subjek penelitian berjumlah 34 peserta didik kelas VII. Pembelajaran berdiferensiasi diterapkan melalui diferensiasi konten, proses, dan produk. Data dikumpulkan melalui observasi kreativitas dan tes formatif, kemudian dianalisis secara deskriptif kuantitatif. Kreativitas diukur berdasarkan dua aspek, yaitu kepribadian kreatif dan berpikir kreatif. Hasil penelitian menunjukkan adanya peningkatan pada kedua aspek kreativitas. Persentase kepribadian kreatif meningkat dari 70,20% pada siklus I menjadi 86,86% pada siklus II, sedangkan berpikir kreatif meningkat dari 66,47% menjadi 85,00%. Hasil belajar juga meningkat, ditunjukkan oleh kenaikan nilai rata-rata tes formatif dari 75,88 menjadi 85,45 dan ketuntasan belajar klasikal dari 50% menjadi 84,48%. Temuan ini menunjukkan bahwa strategi pembelajaran berdiferensiasi berpotensi meningkatkan kreativitas dan hasil belajar IPA melalui pemberian pengalaman belajar serta pilihan produk yang mengakomodasi keragaman kebutuhan peserta didik.
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