Implementation Of Differentiation Learning With The Project Based Learning Model In Primary School IPAS Learning

Elya Umi Hanik, Nafila Fitrotul Laili

Abstract


The purpose of this research is to describe the implementation of differentiated learning using the Project Based Learning model in science and science learning, to find out the impact of implementing differentiated learning with the Project Based Learning model in science and science learning, to find out the supporting and inhibiting factors for implementing differentiated learning with the Project Based Learning model in science and science learning. . This type of research is field research with a qualitative approach. Data collection techniques use observation, interviews and documentation methods. Test the validity of the data using credibility with three triangulations (source, technique and time). Data analysis techniques are carried out by reviewing all the data, reducing, compiling, and drawing conclusions or verification. The results of this research show that the implementation of differentiated learning using the Project Based Learning model in class IV science and science learning at SD 2 Kedungdowo Kaliwungu Kudus went through 3 stages, namely planning, implementation and evaluation. The impact of implementing differentiated learning using the Project Based Learning model in class IV science and science learning at SD 2 Kedungdowo Kaliwungu Kudus can be seen from the achievement of indicators of students' creative abilities, namely Fluency, Flexibility, Elaboration, Originality, so that can be guaranteed to increase students' creativity. The impacts after using indicators of student creativity include: students are able to think creatively, students' curiosity is high, students' enthusiasm for learning is high, and students' feelings of confidence are high. Supporting and inhibiting factors for implementing differentiated learning using the Project Based Learning model in class IV science and science learning at SD 2 Kedungdowo, namely supporting factors include professional teachers, social conditions related to the school environment, students' motivation and interest in new things, and infrastructure. Meanwhile, the inhibiting factor is that it requires quite a long time and requires tools and materials to be prepared which are usually not available in schools.


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