PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM MENGATASI HAMBATAN MEMBACA PERMULAAN SISWA FASE B PADA MATERI IPAS

Yusuf Trenggono
Retno Winarni
Triyanto Triyanto


DOI: https://doi.org/10.29100/.v7i3.8669

Abstract


Kesulitan membaca di kelas dasar awal menimbulkan tantangan yang signifikan bagi perkembangan akademik siswa di seluruh mata pelajaran, khususnya IPAS yang memerlukan kemampuan literasi untuk memahami konsep sains dan sosial. Penelitian ini bertujuan menerapkan dan mengevaluasi strategi pembelajaran berdiferensiasi untuk mengatasi hambatan membaca awal di kalangan siswa fase B pada mata pelajaran IPAS. Pendekatan deskriptif kualitatif menggunakan desain studi kasus eksplorasi digunakan untuk memeriksa perencanaan, implementasi, dan evaluasi reflektif dari strategi pembelajaran berdiferensiasi pada mata pelajaran IPAS. Delapan siswa kelas tiga yang mengalami kesulitan membaca materi IPAS berpartisipasi, bersama tiga guru kelas. Studi ini mengungkapkan bahwa strategi pembelajaran berdiferensiasi secara efektif mengubah siswa dari keadaan learned helplessness menjadi pembelajar mandiri yang memiliki motivasi intrinsik terhadap kegiatan membaca materi IPAS. Temuan utama menunjukkan bahwa diferensiasi konten IPAS yang menggunakan bahan bacaan bergambar tentang tubuh manusia dan lingkungan, diferensiasi proses yang menerapkan tutor sebaya dan dukungan individu, dan diferensiasi produk yang menggunakan metode penilaian fleksibel secara signifikan meningkatkan akurasi fonetik siswa (85%), kefasihan membaca materi IPAS, dan kepercayaan diri. Fenomena tak terduga muncul dimana tutor sebaya mengalami peningkatan membaca materi IPAS yang lebih besar daripada mereka yang dibimbing, menciptakan ekosistem pembelajaran regeneratif.

Keywords


Diferensiasi; kesulitan membaca dini; siswa tahap B; IPAS; pendidikan dasar

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References


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