PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP PENINGKATAN KETERAMPILAN DEEP LEARNING PADA MATERI LAJU REAKSI

FI'LA FAJWAH, . (2026) PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP PENINGKATAN KETERAMPILAN DEEP LEARNING PADA MATERI LAJU REAKSI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pembelajaran berdiferensiasi terhadap peningkatan keterampilan deep learning siswa yang meliputi critical thinking, collaboration, communication, dan creativity pada materi laju reaksi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment, yaitu pretest–posttest nonequivalent groups design. Penelitian melibatkan 72 siswa kelas XI SMAN 77 Jakarta yang terdiri atas 36 siswa kelas XI-F2 sebagai kelas eksperimen dan 36 siswa kelas XI-F1 sebagai kelas kontrol. Data penelitian diperoleh melalui skor pretest dan posttest keterampilan deep learning serta kuesioner gaya belajar siswa yang digunakan untuk mengidentifikasi karakteristik gaya belajar siswa sebelum penerapan pembelajaran berdiferensiasi dengan strategi think–tac–toe. Hasil analisis menunjukkan bahwa karakteristik gaya belajar siswa pada kedua kelas didominasi oleh gaya belajar kinestetik. Selain itu, hasil penelitian menunjukkan adanya perbedaan yang signifikan dalam peningkatan keterampilan deep learning antara siswa yang mengikuti pembelajaran berdiferensiasi dan siswa yang mengikuti pembelajaran konvensional. ***** This study aimed to determine the effect of differentiated instruction on the improvement of students’ deep learning skills, including critical thinking, collaboration, communication, and creativity, in reaction rate material. This research employed a quantitative approach using a quasi-experimental design, specifically the pretest–posttest nonequivalent groups design. The study involved 72 eleventh-grade students of SMAN 77 Jakarta, consisting of 36 students from class XI-F2 as the experimental group and 36 students from class XI-F1 as the control group. Research data were obtained from pretest and posttest scores measuring students’ deep learning skills, as well as a learning style questionnaire used to identify students’ learning style characteristics prior to the implementation of differentiated instruction using the think–tac–toe strategy. The results indicated that students in both the experimental and control groups were predominantly characterized by a kinesthetic learning style. Furthermore, the findings showed a significant difference in the improvement of deep learning skills between students who received differentiated instruction and those who received conventional instruction.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Achmad Ridwan, M.Si; 2). Hayyun Lisdiana, M.Pd.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	Fi'la Fajwah .
Date Deposited:	06 Apr 2026 03:05
Last Modified:	06 Apr 2026 03:05
URI:	http://repository.unj.ac.id/id/eprint/66105

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