INOVASI BERBASIS DIFERENSIASI DALAM PEMBELAJARAN BAHASA INDONESIA UNTUK KELAS REGULER DAN PERCEPATAN SISWA MAN 2 PROBOLINGGO

Abstract

Groups or individuals develop unique characteristics within a social, cultural, or economic context. This process can enrich society, but it also has the potential to cause tension between different groups. This research discusses differentiation-based learning innovation at MAN 2 Probolinggo. The aim of the research is to explore the impact of this method on regular and accelerated classes. Data collection techniques in this research are observation, interviews, questionnaires and reflection. The researcher observed the learning session carried out by the subject teacher, then interviewed the teacher after carrying out the teaching process, the researcher used a questionnaire system using a questionnaire to conclude students’ understanding, interests and attitudes towards learning, then the researcher carried out a reflection to analyze the process and results of the program that has been implemented. This approach is designed to meet students’ diverse learning needs. In regular classes, teachers implement collaborative projects that increase student engagement. Meanwhile, accelerated classes utilize technology to support independent learning. The results showed a significant increase in students’ academic achievement. Students in regular classes feel more confident in participating. In accelerated classes, students show higher motivation to learn. Students’ social skills also develop through interaction in groups. Although there were challenges in designing materials, the support of school management was very helpful. Teacher training is the key to successful implementation. Formative assessment is used to adjust teaching methods. These findings suggest expanding the use of differentiated methods in other classes. This research provides recommendations for further development in learning innovation. It is hoped that this method can improve the overall quality of education. The results of this research are that the percentage of students in regular classes is lower than in accelerated classes. Both classes have their own potential, but in differentiated learning the accelerated class is superior to the regular class.