PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN KEMAMPUAN KOLABORASI SISWA KELAS IV MATERI HAK DAN KEWAJIBAN
Abstract
This study aims to determine the implementation of differentiated learning and its effect on the critical thinking skills and collaboration skills of fourth grade students in the Pancasila education subject on the material of rights and obligations. The study used a quantitative experimental approach with a One Group Pretest-Posttest Design. The subjects of the study were fourth grade students of SD Negeri 3 Madiredo. The instruments used were pretest and post-test questions to measure critical thinking skills and peer questionnaires to measure collaboration skills. The results of the study showed that the implementation of differentiated learning was in accordance with the syntax and principles of student-centered learning. In addition, differentiated learning has been shown to improve students' critical thinking skills by encouraging them to think actively, evaluate, and solve problems innovatively. This learning also improves students' collaboration skills, as demonstrated through active participation, effective communication, and increased responsibility and cooperation in groups. Thus, differentiated learning has proven effective in optimally stimulating students' critical thinking skills and collaboration skills.
ABSTRAK
Penelitian ini bertujuan untuk mengetahui pelaksanaan pembelajaran berdiferensiasi serta pengaruhnya terhadap keterampilan berpikir kritis dan kemampuan kolaborasi siswa kelas IV dalam mata pelajaran pendidikan pancasila materi hak dan kewajiban. Penelitian menggunakan pendekatan kuantitatif eksperimen dengan desain One Group Pretest-Posttest Design. Subjek penelitian adalah siswa kelas IV SD Negeri 3 Madiredo. Instrumen yang digunakan berupa soal pretest dan post-test untuk mengukur keterampilan berpikir kritis serta kuesioner sejawat untuk mengukur kemampuan kolaborasi. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran berdiferensiasi telah sesuai dengan sintak dan prinsip pembelajaran yang berpusat pada siswa. Selain itu, pembelajaran berdiferensiasi terbukti meningkatkan keterampilan berpikir kritis siswa dengan mendorong mereka untuk berpikir aktif, mengevaluasi, dan menyelesaikan masalah secara inovatif. Pembelajaran ini juga meningkatkan kemampuan kolaborasi siswa, yang ditunjukkan melalui partisipasi aktif, komunikasi yang efektif, serta meningkatnya tanggung jawab dan kerja sama dalam kelompok. Dengan demikian, pembelajaran berdiferensiasi terbukti efektif dalam menstimulasi keterampilan berpikir kritis dan kemampuan kolaborasi siswa secara optimal.
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