Engagement and creativity in differentiated instruction with the Jigsaw method
DOI:
https://doi.org/10.17509/curricula.v5i2.430Keywords:
differentiated instruction, interview comprehension, Jigsaw method, student engagementAbstract
Student creativity and engagement in learning activities influence their level of understanding of a learning theory. Elementary school students' interviewing skills pose a challenge in language learning, particularly in classrooms with diverse learning profiles and limited student engagement. To address these pedagogical challenges, this classroom action research examines the effectiveness of integrating differentiated instruction with the Jigsaw Method in improving students' comprehension during interviews. This research was conducted with fourth-grade students who exhibited heterogeneous levels of understanding and creativity, necessitating adaptive and collaborative learning strategies. A quantitative approach was used, utilizing interview comprehension tests, creativity observations, and student engagement questionnaires as data sources. Data were analyzed using correlational and regression techniques to identify relationships between variables and the impact of learning. The results showed that integrating differentiated instruction and the Jigsaw Method effectively improved students' comprehension during interviews. Adaptive, collaborative, and contextually designed learning can support students' optimal comprehension during interviews.
Abstrak
Kreativitas dan keterlibatan murid dalam kegiatan pembelajaran berpengaruh pada tingkat pemahaman murid pada suatu teori pembelajaran. Kemampuan wawancara murid sekolah dasar menjadi tantangan dalam pembelajaran bahasa, khususnya di kelas dengan profil belajar yang beragam dan keterlibatan murid yang terbatas. Dalam mengatasi permasalahan pedagogis tersebut, penelitian tindakan kelas ini mengkaji efektivitas integrasi pembelajaran berdiferensiasi dengan Metode Jigsaw dalam meningkatkan pemahaman wawancara murid. Penelitian ini dilaksanakan pada murid kelas IV yang menunjukkan tingkat pemahaman dan kreativitas yang heterogen, sehingga memerlukan strategi pembelajaran yang adaptif dan kolaboratif. Pendekatan kuantitatif digunakan dengan memanfaatkan tes pemahaman wawancara, observasi kreativitas, dan angket keterlibatan murid sebagai sumber data. Data dianalisis melalui teknik korelasional dan regresi untuk mengidentifikasi hubungan antar variabel serta pengaruh pembelajaran. Hasil penelitian menunjukkan bahwa integrasi pembelajaran berdiferensiasi dan Metode Jigsaw secara efektif meningkatkan pemahaman murid dalam wawancara. Pembelajaran yang dirancang secara adaptif, kolaboratif, dan kontekstual mampu mendukung pencapaian pemahaman wawancara murid secara lebih optimal.
Kata Kunci: keterlibatan murid; metode Jigsaw; pembelajaran berdiferensiasi; pemahaman wawancara
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