Implementasi Pembelajaran Berdiferensiasi Dalam Peningkatan Minat Belajar Bahasa Arab Siswa Kelas 8 Studi Kasus Di SMPAl-Madina Wonosobo

Authors

  • Frans Maulana Andika Universitas Sains Al Qur'an
  • Noor Aziz Universitas Sains Al Qur'an
  • Chairani Astina Universitas Sains Al Qur'an

DOI:

https://doi.org/10.53866/spesifik.v2i4.706

Keywords:

Differentiation, Interest in Learning, Arabic

Abstract

The background of this study is the teacher's teaching methods in the classroom are somewhat varied, and the lack of enthusiasm of students towards the subject matter makes them less involved in the learning process. This problem is very detrimental to the academic performance of students learning Arabic. This study was conducted for two months. Students of grade VIII of SMP Al-Madina Wobosobo were involved in the research process. This study uses a qualitative research design with a field research design type. Data collection techniques use documentation, interviews, and observations. The data analysis technique used by researchers is called qualitative data analysis, which consists of three stages: data collection, data reduction, data analysis, and drawing conclusions from data.
The results of this study indicate that: 1) Differentiated learning can determine students themselves according to their needs and learning styles and make it easier for students to channel learning activities in class. The teacher's steps in implementing differentiated learning are by grouping students according to their learning needs and interests, providing learning media according to student needs and explaining the material that has been loaded in different forms. 2) Factors that can influence students' interest in learning Arabic are divided into two, namely internal factors and external factors. Internal factors come from students' enthusiasm or interest in learning Arabic and from teachers' motivation towards their students, while external factors come from learning media obtained in class. 3) The impact of differentiated learning implemented at SMP Al-Madina Wonosobo is divided into two, namely positive and negative impacts. The positive impact is an increase in students' motivation to learn Arabic, while the negative impact is in learning that requires a lot of time such as requiring two meetings for one material and there are limitations in learning.

References

Alimah, N., Sunarko, A., Linnaja, H. N., & Wardana, M. A. (2024). Implementasi Nadhom Jurumiyah Jawan Karya KH. Muhammad Adnan dalam Pembelajaran Nahwu Santri Kelas 1 Wustho Madrasah Diniyah Tri Bhakti At-Taqwa Lampung Timur. Jurnal Mahasiswa Kreatif, 2(4), 87-97.

Anggraini, N., Sunarko, A., Faizun, A., & Affandi, A. (2023). Program Speaking Class Sebagai Sarana Pemberdayaan Santri Putri Pondok Hutan Agu Pattani Thailand. SPESIFIK: Jurnal Pendidikan dan Pembelajaran, 1(1), 73-88.

Astria, Restu, and Anggun Badu Kusuma. (2023)"Analisis pembelajaran berdiferensiasi untuk meningkatkan kemampuan berpikir kreatif matematis." Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 6. No. 2

Fatiatun, dkk, Panduan Penulisan Skripsi FITK UNSIQ, (Wonosobo: Tim Penyusun UNSIQ, 2021)

Jenri, Ambarita M.Pd. K. Pitri Solida Simanullang, 2003 and Penerbit Adab. Implementasi Pembelajaran Berdiferensiasi. Penerbit Adab.

Made, Risa Kusadi Ni. (2022)"Penerapan pembelajaran berdiferensiasi model vak dengan multimoda untuk meningkatkan minat dan prestasi belajar siswa." Majalah Ilmiah Universitas Tabanan Vol. 19 No.1

N.Arviana,(2014) Penerapan Pendekatan Differentiated Instructions untuk Mengembangkan Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII Smp pada Materi Kubus dan Balok. Jurnal Ilmiyah Pendidikan Matematika Mathedeunsa, 3(3)

Pitaloka, H., & Arsanti, M. (2022, November). Pembelajaran diferensiasi dalam kurikulum merdeka. In Seminar Nasional Pendidikan Sultan Agung IV (Vol. 4, No. 1).

UUD RI, "Presiden Republik Indonesia", Peraturan Pemerintah Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, 1, 2003

Kholiliya, N. I., Sunarko, A., & Faisal, V. I. A. (2024). Inovasi Pembelajaran Bahasa Arab Dengan Metode Berlitz Dalam Meningkatkan Keterampilan Berbicara Bahasa Arab Pada Siswa Kelas X di Asrama Bilingual SMA Takhassus Al-Qur’an Wonosobo. SPESIFIK: Jurnal Pendidikan dan Pembelajaran, 2(4), 240-255.

Sandu Siyoto dan Ali Sodik, 2015 “Dasar Metodologi Penelitian”, (Yogyakarta: Literasi Media Publishing,)

Setiyo, A. (2022). Penerapan pembelajaran diferensiasi kolaboratif dengan melibatkan orang tua dan masyarakat untuk mewujudkan student's well-being di masa pandemi. Bioma: Jurnal Ilmiah Biologi, 11(1), 61-78.

Strauss, A., & Corbin, J. (2003). Penelitian kualitatif. Yogyakarta: Pustaka Pelajar, 165.

Sukadari, & Sulistyo. (2017). Ilmu Pendidikan. Cipta Bersama.

Sunarko, A., Ali, A. H., Khikam, M. A. L., & Ishaq, A. A. A. (2024). Ta'sir Allahjah Assudaniyyah Fi Ta'lim Allughah Al Arabiyyah Lit-Tulaab'Andunisin Bi Jamiah Al Quran Al karim Wa'Ulum Al Islamiyyah Oumdurman. AJIRSS: Asian Journal of Innovative Research in Social Science, 3(1), 1-20.

Sunarko, A., Fahrurrozi, F., Musidah, R., Aslamiah, S. S., Aisy, R., Prayogi, G. Y., & Said, U. (2024). Unsur-Unsur Gramatika Arab Pada Buku Ajar Bahasa Arab Kelas XII dan Inovasi Model Pembelajarannya. Al Jabiri: Jurnal Ilmiah Studi Islam, 3(1), 1-19.

Sutiyatmi, S.Pd.SD, Pembelajaran berdiferensiasi, (Bantul: Ananta Vidya 2024)

Suwandi, F. P. E., Rahmaningrum, K. K., Mulyosari, E. T., Mulyantoro, P., Sari, Y. I., & Khosiyono, B. H. C. (2023, August). Strategi pembelajaran diferensiasi konten terhadap minat belajar siswa dalam penerapan Kurikulum Merdeka. In Prosiding Seminar Nasional Pendidikan Dasar (Vol. 1, No. 1, pp. 57-66).

Downloads

Published

2024-10-25