Student Mapping: The First Step in Differentiated Learning

Sumber: Dokumentasi Pribadi

Each student has different learning readiness and learning interest. Learning that can accommodate these things is differentiated learning. According to Sopianti (2023), the steps in implementing differentiated learning are (1) mapping student learning needs using three aspects, namely learning readiness, interest and learning profile, (2) planning by creating differentiated learning strategies using content differentiation, process differentiation and product differentiation, (3) implementing differentiated learning according to the learning implementation plan that has been made, and (4) conducting evaluations and reflections with the aim of being able to see the shortcomings and advantages as material for improving future learning.

In this article, we discuss about student mapping based on student readiness and interest in learning. Student mapping aims to enable teachers to plan appropriate learning plans and get accurate results. To map student learning needs, a diagnostic assessment design is first made, both cognitive and non-cognitive, as follows: 1) Conducting a survey using a questionnaire. 2) Interviewing students. 3) Analyze the results of students' achievement scores in the previous period.

Learning readiness is intended as the capacity of students to learn new material. Things that make it easier for students to understand the new material are adequate system support and a supportive learning environment. According to Komalasari (2023), the learning needs mapping strategy based on learning readiness is as follows:

1) From concrete material to abstract material.

2) From simple to complex.

3) From structured to open-ended.

4) From dependent to independent.

5) From slow to fast.

Learning interest is an individual's tendency to have a greater sense of interest, liking and desire for aspects of learning so that there are changes in knowledge, skills and behavior. Learning interest is needed in learning activities so that students have a desire to learn, so that later learning objectives can be achieved optimally (Suwandi, et al., 2023). According to Farid, et al. (2022), the way to determine students' learning interests is relatively simple, for example by teachers asking students questions before starting learning, so that teachers can group students according to the learning aspects that interest them. Conducting surveys and asking students to connect their interests with learning topics is another way to find out and determine students' learning interests. After knowing students' learning interests, how do teachers attract students' interest in learning? According to Faiz, Pratama, & Kurniawaty (2022), things that teachers need to pay attention to in attracting students' interest can be done by:

1) Creating learning that can attract students' attention.

2) Creating a learning context related to students' interests.

3) Communicating the essence of the benefits learned by students.

4) Creating learning opportunity options for students by analyzing problem-based learning that can be solved by students.

References:

Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran Berdiferensiasi dalam Program Guru Penggerak pada Modul 2.1. Jurnal Basicedu, 2846-2853.

Farid, I., Yulianti, R., Hasan, A., & Hilaiyah, T. (2022). Strategi Pembelajaran Diferensiasi dalam Memenuhi Kebutuhan Belajar Peserta Didik di Sekolah Dasar. Jurnal Pendidikan dan Konseling, 11177-11182.

Komalasari, M. D. (2023). Pemetaan Kebutuhan Belajar Peserta Didik dalam Pembelajaran Berdiferensiasi. Prosiding Seminar Nasional Pendidikan Guru Sekolah Dasar 2023, (pp. 27-32).

Sopianti, D. (2023). Implementasi Pembelajaran Berdiferensiasi pada Mata Pelajaran Seni Budaya Kelas XI di SMAN 5 Garut. KANAYAGAN-Journal of Music Education, 1-8.

Suwandi, F. P., Rahmaningrum, K. K., Mulyosari, E. T., Mulyantoro, P., Sari, Y. I., & Khosiyono, B. H. (2023). Strategi Pembelajaran Diferensiasi Konten terhadap Minat Belajar Siswa dalam Penerapan Kurikulum Merdeka. Prosiding Seminar Nasional Pendidikan Dasar, (pp. 57-66). Yogyakarta.