PENGEMBANGAN MODEL PEMBELAJARAN BERDIFERENSIASI MEMBACA TEKS EKSPOSISI

MAIMUNAH, . (2026) PENGEMBANGAN MODEL PEMBELAJARAN BERDIFERENSIASI MEMBACA TEKS EKSPOSISI. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Pembelajaran membaca teks eksposisi di tingkat SMP masih menghadapi berbagai permasalahan, terutama rendahnya kemampuan membaca pemahaman peserta didik pada aspek interpretatif dan kritis, serta belum terakomodasinya perbedaan minat, kesiapan, dan gaya belajar siswa dalam pembelajaran konvensional. Kondisi tersebut menuntut adanya pengembangan model pembelajaran yang mampu menjawab keberagaman kebutuhan belajar peserta didik. Penelitian ini bertujuan untuk mengembangkan model pembelajaran membaca teks eksposisi berdiferensiasi bagi peserta didik kelas VIII MTs Attaqwa Pusat Putri. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Produk yang dikembangkan berupa modul ajar, bahan ajar peserta didik, buku saku guru, serta media pembelajaran EXPO CARD yang dirancang dengan prinsip diferensiasi konten, proses, dan produk serta dipadukan dengan strategi Activity-Based Learning. Data penelitian diperoleh melalui asesmen diagnostik, angket analisis minat dan gaya belajar, validasi ahli materi, ahli bahasa, dan ahli media, serta uji coba produk oleh guru dan peserta didik. Hasil penelitian menunjukkan bahwa validasi ahli materi dan ahli bahasa memperoleh persentase kelayakan sebesar 100% dengan kategori sangat layak, sedangkan validasi ahli media memperoleh persentase 90% dengan kategori sangat layak dengan revisi. Uji coba produk oleh guru menghasilkan persentase kelayakan sebesar 91% dengan kategori sangat layak, sedangkan uji coba oleh peserta didik memperoleh persentase sebesar 80,95% dengan kategori layak. Temuan ini menunjukkan bahwa model pembelajaran membaca teks eksposisi berdiferensiasi yang dikembangkan valid secara teoretis, praktis digunakan, serta mampu meningkatkan kepahaman, kepercayaan diri, dan motivasi belajar peserta didik, sekaligus membantu guru mengelola kelas yang heterogen. Kata kunci: pembelajaran berdiferensiasi, membaca teks eksposisi, Activity-Based Learning, pengembangan model, ADDIE. ************* Teaching the reading of expository texts at the junior high school level still faces various problems, particularly the low level of students’ reading comprehension in interpretative and critical aspects, as well as the lack of accommodation for differences in students’ interests, readiness, and learning styles in conventional instruction. This condition calls for the development of a learning model that is able to address the diverse learning needs of students. This study aimed to develop a differentiated learning model for teaching the reading of expository texts to eighth-grade students of MTs Attaqwa Pusat Putri. This research employed the Research and Development (R&D) method using the ADDIE development model, which consists of the stages of analysis, design, development, implementation, and evaluation. The products developed included a teaching module, student learning materials, a teacher’s pocket book, and learning media in the form of EXPO CARD, all designed based on the principles of content, process, and product differentiation and integrated with the Activity-Based Learning strategy. The research data were collected through diagnostic assessment, questionnaires on students’ interests and learning styles, expert validation by content, language, and media specialists, as well as product try-outs involving teachers and students. The results showed that the content and language experts’ validations each obtained a feasibility percentage of 100% in the very feasible category, while the media expert validation obtained 90% in the very feasible category with revision. The product try-out by teachers resulted in a feasibility percentage of 91% in the very feasible category, and the try-out by students obtained 80.95% in the feasible category. These findings indicate that the developed differentiated learning model for reading expository texts is theoretically valid, practically applicable, and capable of improving students’ comprehension, self-confidence, and learning motivation, while also assisting teachers in managing heterogeneous classrooms. Keywords: differentiated learning, reading expository texts, Activity-Based Learning, ADDIE, model development.

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Miftahulkhairah Anwar, M.Hum. ; 2). Prof. Dr. Gusti Yarmi, M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Indonesia
Divisions:	FBS > S2 Pendidikan Bahasa Indonesia
Depositing User:	Maimunah .
Date Deposited:	05 Aug 2026 07:41
Last Modified:	05 Aug 2026 07:41
URI:	http://repository.unj.ac.id/id/eprint/68065

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