Implementation of Differentiated Content Learning Based on Students' Learning Readiness in the Material of Presenting Data in the Form of Scatter Diagrams

Authors

  • Bella Kharisma Universitas Cenderawasih
  • Bettisari Napitupulu Universitas Cenderawasih
  • Pitriana Tandililing Universitas Cenderawasih
  • Happy Lumbantobing Universitas Cenderawasih
  • Elsi Sirampun Universitas Cenderawasih

DOI:

https://doi.org/10.58258/jupe.v10i2.8902

Keywords:

content differentiated learning, learning readiness, scatter plot.

Abstract

The Implementation of Content Differentiated Learning Based on Students' Readiness in the Topic of Presenting Data in the Form of a Scatter Plot in Class XI-7 of SMA Negeri 1 Jayapura. This research is a descriptive qualitative study aimed at describing the implementation of content differentiated learning based on students’ readiness in the topic of presenting data in the form of a scatter plot. The subjects of this study were 37 students from Class XI-7 of SMA Negeri 1 Jayapura, selected through purposive sampling technique.. The research instruments used included a teaching module, diagnostic assessment, individual test, and teacher observation sheet. The results of the diagnostic assessment were used to categorize students into three levels of readiness: low, medium, and high. Students were grouped into seven groups: three low-readiness groups, three medium-readiness groups, and one high-readiness group. The differentiated learning was implemented effectively, as indicated by the teacher’s observation score of 86.875% and the peer observer’s score of 88.125%, both of which fall under the “very good” category. The results of the individual test showed that 27 out of 37 students (72,97%) met the KKM, while 12 students (27,03%) did not. Among the medium- readiness group, 5 students did not meet the criteria, and among the low-readiness group, 5 students were not yet successful. These findings indicate that content-differentiated learning positively impacts students' learning outcomes, although further support is needed for those in the low-readiness group.  

References

Andajani, K. (2022). Modul Pembelajaran Berdiferensiasi. Mata Kuliah Inti Seminar Pendidikan Profesi Guru, 2.

Danuri, Waluyo, S. ., Sugiman, & Sukestiyarn, Y. (2023). Model Pembelajaran Berdifer ensiasi untuk Sekolah Dasar Inklusif.

Dian Fitriani, Fatihatunnisa Ridha Rahman, Anti Dhamayanti Fauzi, Anisa Umu Salamah, & Asep Saefullah. (2023). Implementasi Pembelajaran Diferensiasi Berdasarkan Aspek Kesiapan Belajar Murid di Sekolah Menengah Atas. Jurnal Genta Mulia, 14(2), 1– 12. https://doi.org/10.61290/gm.v14i2.358

Erawati, N. K., & Astarini, M. H. (2023). Penerapan Scaffolding Sebagai Upaya Meningkatkan Aktivitas Belajar Matemati ka Siswa. Emasains: Jurnal Edukasi Matematika Dan Sains, 12(1), 59–70.

Febrianti, F. (2019). Efektivitas Penggunaan Media Grafis Dalam Meningkatkan. Prosiding Seminar Nasional Pendidikan FKIP Universitas Sultan Ageng Tirtayasa, 2(1), 667– 677. http://jurnal.untirta.ac.id/index.php/psnp/article/view/5737

Juari, E. W. D. R. A., & Nugraheni, N. (2024). Analisis Kesiapan Belajar Siswa pada Pembelajaran Perdiferensiasi. Jurnal Riset Pendidikan Dasar (JRPD), 5(1),43.https://doi.org/10.30595/jrpd.v5i1.16064

Kuswanto Arif. (2023). Analisis Asesmen Diagnostik Terhadap Proses Pembelajaran Berdiferensiasi Pada Peserta Didik. Jurnal Evaluasi Dan Pembelajaran, 5(2), 112–119https://jepjurnal.stkipalitb.ac.id/index.php/ hepi

Novita, L., & Tindangen, M. (2022). Identifikasi Kesiapan Belajar Peserta Didik Dalam Proses Pembelajaran Biologi Berbasis Pratikum. Seminar Nasional PendidikanProfesi Guru Tahun 2022, 127–132.

Purba, M. (2021). Pembelajaran Berdiferensiasi ( Differentiated Instruction ).

Rifqiyah, F., & Nugraheni, N. (2023). Analisis Kesiapan Belajar Siswa untuk Pemenuhan Capaian Kurikulum Merdeka dengan Pembelajaran Berdiferensiasi. Jurnal Riset Pendidikan Dasar (JRPD), 4(2), 145. https://doi.org/10.30595/jrpd.v4i2.16052

Salamah, A. U.,Anti DhamayantiFauzi, Daryanti Wahyu Lestari, Dian Fitriani, & Asep Saefullah(2023).PenerapanPembelajaran erdiferensiasi Berdasarkan Kesiapan Belajar Di Tingkat Sekolah Menengah Atas. Eksponen, 13(2),126135.https://doi.org/10.47637/eksponen.v13i2.7 20

Downloads

Additional Files

Published

2025-06-20

Issue

Vol 10, No 2 (2025): JUPE : Jurnal Pendidikan Mandala (Juni)

Section

Articles

License

Publication Ethics

This scientific code of ethics statement is a code of ethics statement for all parties involved in the publication process of scientific journals, namely managers, editors, reviewers, and authors. The statement of the ethical code of scientific publications is based on the Head Regulation of LIPI Number 5 of 2014 concerning the Code of Ethics for Scientific Publication, which in essence is the Code of Ethics for Scientific Publication which essentially upholds the three ethical values in publication, namely

  1. Neutrality, which is free from conflicts of interest in the management of publications;
  2. Justice, namely to give authorship rights to those who are entitled as authors / writers; and
  3. Honesty, which is free from duplication, fabrication, falsification, and plagiarism (DF2P) in publications.

Editor-in-Chief’s Duties and Responsibilities of the

  1. Determine the name of the journal, scope of science, scale, and accreditation if necessary.
  2. Determine editor membership.
  3. Defining relationships between publishers, editors, best partners, and other parties.
  4. Respect confidential matters, both for contributing researchers, authors, editors, and best-partner partners.
  5. Implement norms and provisions regarding intellectual property rights, especially copyright.
  6. Conduct a journal policy review and submit it to authors, editors, best partners, and readers.
  7. Make a code of conduct guide for editors and best partners.
  8. Publish journals regularly.
  9. Ensure the availability of funding sources for the sustainability of journal publishing.
  10. Building a network of cooperation and marketing.
  11. To improve the quality of the journal.
  12. Prepare licensing and other legal aspects.

Editor's Duties and Responsibilities

  1. The editor comments on the author's writing so the reader can understand what the writer wants to say, through comments written on the script.
  2. The editor comments on the author's writing in accordance with the EYD language (Enhanced Spelling) or the language according to the standard of the journal.
  3. The editor strives to improve the quality of publications on an ongoing basis;
  4. The editor puts forward freedom of opinion objectively,
  5. The editor conveys corrections, clarifications, withdrawals, and apologies if needed,
  6. The editor ensures that the writer's writings are not related to SARA or anything that could harm the Publisher and coordinate the writer's writings to the editor in chief of the publisher if the writing is slightly controversial.
  7. Editor receives, examines, and follows up complaints from all parties involved in publishing the journal;
  8. The editor supports initiatives to educate researchers about the ethics of publication,
  9. Editors do not maintain their own opinions, authors or third parties that can result in non-objective decisions,
  10. The editor encourages the author, so that he can make repairs to the paper until it is worth publishing.
  11. The editor performs the layout of the manuscript to be published so that it matches the journal template.
  12. Editor membantu pemimpin redaksi dalam menyelesaikan pengumpulan naskah sebelum dicetak dan diterbitkan, terutama dalam hal bahasa, format, dan tata letak.

Tugas dan Tanggung Jawab Peninjau

  1. Memberikan umpan balik tertulis yang objektif dan tidak bias tentang nilai beasiswa dan kontribusi naskah terhadap pengembangan ilmu pengetahuan;
  2. Menunjukkan apakah penulisan naskah cukup jelas, lengkap, dan relevan, serta apakah naskah sesuai dengan ruang lingkup jurnal;
  3. Tidak memberikan kritik atau komentar yang bersifat pribadi; dan
  4. Menjaga kerahasiaan naskah, dengan tidak membicarakannya dengan pihak-pihak yang tidak terkait, atau mengungkapkan informasi yang terkandung dalam naskah kepada pihak lain.

Tugas dan Tanggung Jawab Administrator Situs Web

Administrator Situs Web adalah orang yang bertanggung jawab untuk mengelola situs web jurnal. Secara spesifik, ruang lingkup tugas Administrator Situs Web adalah sebagai berikut:

  1. Menyiapkan situs web jurnal;
  2. Konfigurasikan opsi sistem dan kelola akun pengguna;
  3. Daftar untuk editor, pengulas, dan penulis;
  4. Kelola fitur jurnal;
  5. Melihat statistik laporan; dan
  6. Unggah/terbitkan makalah yang sudah diterima.

    Pemberitahuan Hak Cipta
    Penulis yang menerbitkan karya ilmiahnya di Jurnal Ilmiah Mandala Education setuju dengan ketentuan berikut:

    1. Penulis memegang hak cipta dan memberikan jurnal hak penerbitan pertama dengan karya yang dilisensikan secara bersamaan di bawah  Lisensi Atribusi Creative Commons (CC BY-SA 4.0)  yang memungkinkan orang lain untuk berbagi karya tersebut dengan pengakuan atas kepengarangan karya dan publikasi awal dalam jurnal ini. 
    2. Penulis dapat membuat pengaturan kontraktual tambahan yang terpisah untuk distribusi non-eksklusif atas versi karya yang diterbitkan jurnal tersebut (misalnya, mengunggahnya ke repositori institusi atau menerbitkannya dalam sebuah buku), dengan pengakuan atas penerbitan awalnya di jurnal ini.
    3. Penulis diizinkan dan didorong untuk mengunggah karya mereka secara daring (misalnya, di repositori institusi atau di situs web mereka) sebelum dan selama proses penyerahan, karena hal ini dapat mengarah pada pertukaran yang produktif serta kutipan yang lebih awal dan lebih banyak dari karya yang diterbitkan.

How to Cite

Implementation of Differentiated Content Learning Based on Students’ Learning Readiness in the Material of Presenting Data in the Form of Scatter Diagrams. (2025). JUPE : Jurnal Pendidikan Mandala, 10(2), 696-702. https://doi.org/10.58258/jupe.v10i2.8902