PENGEMBANGAN PEMBELAJARAN BERDIFERENSIASI BERBASIS MODALITAS VARK PADA MATA PELAJARAN IPS (KELAS VII DI SMP NUSANTARA 1 TANGERANG)

ISMI OCTAVIANI, . (2026) PENGEMBANGAN PEMBELAJARAN BERDIFERENSIASI BERBASIS MODALITAS VARK PADA MATA PELAJARAN IPS (KELAS VII DI SMP NUSANTARA 1 TANGERANG). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (671kB)
	Text BAB 1_compressed.pdf Download (232kB)
	Text BAB 2_compressed.pdf Restricted to Registered users only Download (803kB) | Request a copy
	Text BAB 3_compressed.pdf Restricted to Registered users only Download (493kB) | Request a copy
	Text BAB 4_compressed.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text BAB 5_compressed.pdf Restricted to Registered users only Download (112kB) | Request a copy
	Text DAFTAR PUSTAKA_compressed-compressed.pdf Download (139kB)
	Text LAMPIRAN & DAFTAR RIWAYAT HIDUP_compressed.pdf Restricted to Registered users only Download (1MB) | Request a copy

Abstract

Penelitian ini bertujuan untuk menghasilkan, menguji kelayakan, dan menguji efektivitas pembelajaran berdiferensiasi berbasis modalitas VARK pada mata pelajaran IPS materi kegiatan ekonomi kelas VII di SMP Nusantara 1 Tangerang. Penelitian ini menggunakan metode Research and Development (R&D) dengan model desain pembelajaran ASSURE dan melibatkan 25 peserta didik serta tiga validator yang terdiri ahli materi, ahli desain instruksional, dan ahli media. Data diperoleh melalui angket identifikasi modalitas belajar VARK, validasi ahli, tes hasil belajar, angket respon peserta didik, observasi, dan wawancara. Hasil pemetaan menunjukkan modalitas belajar terdiri atas 28% Visual, 24% Aural, 24% Read/Write, dan 24% Kinesthetic. Hasil pemetaan tersebut menjadi dasar dalam merancang pembelajaran berdiferensiasi berbasis modalitas VARK menggunakan model ASSURE yang diwujudkan melalui modul ajar, bahan ajar, Lembar Kerja Peserta Didik (LKPD), media pembelajaran dan instrumen penilaian dengan mengintegrasikan diferensiasi konten, proses dan produk. Uji validasi memperoleh nilai 96,5% dari ahli materi, 85,5% dari ahli desain instruksional, dan 94,5% dari ahli media dengan kriteria sangat layak. Hasil uji efektivitas memperoleh N-Gain sebesar 0,59 dengan kategori sedang, yang menunjukkan bahwa pembelajaran ini efektif meningkatkan hasil belajar peserta didik. Temuan penelitian menunjukkan bahwa pembelajaran berdiferensiasi berbasis modalitas VARK yang dirancang menggunakan model ASSURE memenuhi kriteria layak dan efektif untuk mengakomodasi keragaman modalitas belajar peserta didik pada pembelajaran IPS. Hasil penelitian ini diharapkan menjadi alternatif bagi guru untuk merancang pembelajaran yang berpusat pada peserta didik sesuai dengan karakteristik modalitas belajarnya. ***** This research aims to develop, assess the feasibility, and examine the effectiveness of VARK modality-based differentiated learning in Social Studies on the topic of economic activities for Grade VII students at Nusantara 1 Tangerang Junior High School. This study employed the Research and Development (R&D) method using the ASSURE instructional design model, involving 25 students and three validators consisting of a subject matter expert, an instructional design expert, and a media expert. Data were collected through VARK learning modality questionnaires, observations, and interviews. The mapping results showed that students’ learning modalities consisted of 28% Visual, 24% Aural, 24% Read/Write, and 24% Kinesthetic. These results served as the foundation for designing differentiated learning based on VARK modalities through lesson plans, instructional materials, student worksheets, learning media, and assessment instruments integrating content, process, and product differentiation. Expert validation demonstrated that the developed learning design was highly feasible, achieving scores of 96.5% from the subject matter expert, 85.5% from the instructional design expert, and 94.5% from the media expert. The effectiveness test produced an N-Gain score of 0.59, categorized as moderate, indicating that the developed learning effectively improved students’ learning outcomes. The research findings indicated that VARK modality-based differentiated learning designed using the ASSURE model was found to be both feasible and effective. The results of this study are expected to serve as an alternative for teachers in designing more student-centered learning that is aligned with students’ learning characteristics.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Etin Solihatin, M.Pd. ; 2). Dr. Uwes Anis Chaeruman, M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Indonesia
Divisions:	FIP > S2 Teknologi Pendidikan
Depositing User:	Ismi Octaviani .
Date Deposited:	21 Aug 2026 08:25
Last Modified:	21 Aug 2026 08:25
URI:	http://repository.unj.ac.id/id/eprint/72802

Actions (login required)

View Item