PENDAMPINGAN PENYUSUNAN RPP BERDIFFERENSIASI BAGI GURU SD DI KECAMATAN SETU KABUPETEN BEKASI
Abstract
The differentiated learning implementation plan (RPP) is the design of learning tools that favor student diversity. The purpose of holding this mentoring activity is to provide training in the preparation of lesson plans that take sides for students, improve the professional competence of teachers, and increase the competence of teachers to make differentiated learning effective. The training for the preparation of differentiated lesson plans was attended by elementary school teachers in Setu District, Bekasi Regency. The procedure used in this training activity consists of three stages, namely exploration, elaboration, and confirmation. The training activities that have been carried out can improve the competence of elementary school teachers in the Setu District, Bekasi in preparing a differentiated learning implementation plan (RPP).
Keywords: Learning implementation plan, differentiation
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References
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Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123–138. https://doi.org/10.1080/13664530.2017.1338196
Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching: Theory and Practice, 25(8), 1043–1061. https://doi.org/10.1080/13540602.2019.1699782
Beck, D., & Beasley, J. (2021). Identifying the differentiation practices of virtual school teachers. Education and Information Technologies, 26(2), 2191–2205. https://doi.org/10.1007/s10639-020-10332-y
Brodersen, R. M., & Melluzzo, D. (2017). Summary of research on online and blended learning programs that offer differentiated learning options. 23.
Carr-white, N. (2021). Edith Cowan University. The Grants Register 2022, 376–377. https://doi.org/10.1057/978-1-349-96042-2_425
Defitriani, E. (2019). Differentiated Instruction: Apa, Mengapa Dan Bagaimana Penerapannya. PHI: Jurnal Pendidikan Matematika, 2(2), 111-120.
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://doi.org/10.1177/0162353214529042
Heinimäki, O. P., Volet, S., Jones, C., Laakkonen, E., & Vauras, M. (2021). Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement. Learning, Culture and Social Interaction, 30(January). https://doi.org/10.1016/j.lcsi.2021.100539
Iterbeke, K., De Witte, K., Declercq, K., & Schelfhout, W. (2020). The effect of ability matching and differentiated instruction in financial literacy education. Evidence from two randomised control trials. Economics of Education Review, 78, 101949.
Makhrus, M. (2018). Analisis Rencana Pelaksanaan Pembelajaran (Rpp) Terhadap Kesiapan Guru Sebagai “Role Model” Keterampilan Abad 21 Pada Pembelajaran Ipa Smp. Jurnal Penelitian Pendidikan IPA, 5(1). https://doi.org/10.29303/jppipa.v5i1.171
Merawi, T. M. (2018). Primary school teachers ’ perceptions of differentiated instruction ( DI ) in Awi Administrative Zone , Ethiopia. Bahir Dar j Educ., 18(2), 152–173.
Mohd Saiboon, I., Musni, N., Daud, N., Shamsuddin, N. S., Jaafar, M. J., Hamzah, F. A., & Abu Bakar, A. (2021). Effectiveness of Self-Directed Small-Group-Learning Against Self-Directed Individual-Learning Using Self-Instructional-Video in Performing Critical Emergency Procedures Among Medical Students in Malaysia: A Single-Blinded Randomized Controlled Study. Clinical Simulation in Nursing, 56, 46–56. https://doi.org/10.1016/j.ecns.2021.02.006
Prastowo, A. (2017). Menyusun Rencana Pelaksanaan Pembelajaran (RPP) Tematik Terpadu: Implementasi Kurikulum 2018 Untuk SD/MI. Kencana. Kencana.
Rambe, M. (2019). Pelaksanaan Supervisi Akademik Sebagai Upaya untuk Meningkatkan Kompetensi Guru dalam Menyusun Rencana Pelaksanaan Pembelajaran. Jurnal PAJAR (Pendidikan Dan Pengajaran), 3(4), 782–790. https://doi.org/http://dx.doi.org/10.33578/pjr.v3i4.7464
RiShareefa, M. (2021). Using differentiated instruction in multigrade classes: a case of a small school. Asia Pacific Journal of Education, 41(1), 167–181. https://doi.org/10.1080/02188791.2020.1749559
Şentürk, C., & Sari, H. (2018). Investigation of the contribution of differentiated instruction into science literacy. Qualitative Research in Education, 7(2), 197–237. https://doi.org/10.17583/qre.2018.3383
Sharp, K., Jarvis, J. M., & McMillan, J. M. (2020). Leadership for differentiated instruction: teachers’ engagement with on-site professional learning at an Australian secondary school. International Journal of Inclusive Education, 24(8), 901–920. https://doi.org/10.1080/13603116.2018.1492639
Stollman, S., Meirink, J., Westenberg, M., & van Driel, J. (2019). Teachers’ interactive cognitions of differentiated instruction in a context of student talent development. Teaching and Teacher Education, 77, 138–149. https://doi.org/10.1016/j.tate.2018.09.003
Suardana, I. K. (2012). Implementasi Model Belajar Mandiri Untuk. Jurnal Pendidikan Dan Pengajaran, 45(1), 56–65.
Tarmini, W., Safi’i, I., Witdianti, Y., & Larassaty, S. (2020). Peningkatan kompetensi profesional guru melalui webinar evaluasi hasil belajar bagi guru-guru MTs Al-Ma’arif 1 Aimas. Transformasi: Jurnal Pengabdian Masyarakat, 16(1), 53-62. https://doi.org/10.20414/transformasi.v16i1.2049
Tomlinson, C. A., & Moon, T. R. (2010). A Differentiated Classroom. In Assessment and Student Sucess in a differentiated classroom.
Valiandes, S., & Neophytou, L. (2018). Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development, 22(1), 123–138. https://doi.org/10.1080/13664530.2017.1338196
Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices. Teachers and Teaching: Theory and Practice, 25(8), 1043–1061. https://doi.org/10.1080/13540602.2019.1699782
Published
2022-04-14
How to Cite
YANTI, P. G. et al.
PENDAMPINGAN PENYUSUNAN RPP BERDIFFERENSIASI BAGI GURU SD DI KECAMATAN SETU KABUPETEN BEKASI.
Buletin Udayana Mengabdi, [S.l.], v. 21, n. 2, p. 119-126, apr. 2022.
ISSN 2654-9964.
Available at: <https://ojs.unud.ac.id/index.php/jum/article/view/83416>. Date accessed: 02 nov. 2024.
doi: https://doi.org/10.24843/BUM.2022.v21.i02.p4.
Section
Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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