This good practice is an implementation of differentiated learning to realize independent learning. Differentiated learning is an approach that supports an independent curriculum to create an inclusive learning environment, adaptive, and responsive to student diversity. The author applies BERDIKARI learning (Differentiate, Creative, Adaptive and Reflective) as a strategy to achieve Freedom of Learning.
Early
Ki Hajar Dewantara's thinking is that every child is unique and has their own talents and potential. Each individual child has strengths and limitations. Therefore, A teacher is responsible for ensuring that every child gets an equal opportunity to learn in a way that best suits their learning needs. Teachers must be able to accommodate and want to meet the diverse needs of students in order to create meaningful learning.
However, The anxiety I face shows that students have not received learning that suits their character, interest and potential. The gap is still clearly visible between students with above abilities and students with lower abilities. Many pupils have not developed fully according to their interests, talent and potential. Thus, Students are less than optimal in using their abilities to explore knowledge and of course are also less able to hone their creativity and reasoning power in learning. Students do not have the freedom to manage their learning to achieve learning goals. The learning objectives to be achieved are creating learning that meets the diverse needs of students according to their characteristics, interest, students' potential/ability to achieve independent learning.
CHALLENGE
To implement liberating learning according to the level of understanding and ability of each individual student, Teachers must be able to design diverse learning to meet the needs of diverse students. This is a challenge in itself for a teacher to be able to meet all the different learning needs of students.
The obstacles that I face in achieving the learning targets/objectives that I want to achieve are that students do not know and cannot optimize their abilities, potential, interest or talent in managing their learning. Students are also not yet able to maximize their ability to explore knowledge and are also unable to forge and train their creativity and reasoning power to achieve learning goals..
ACTION
To create learning that meets the needs of diverse students in order to achieve independent learning, I formulated a learning strategy called INDEPENDENCE. This strategy is an acronym for Learning Differentiate, Creative, Adaptive And Reflective.
The author designs learning with principles that are appropriate to differentiated learning (Differentiate). Differentiated learning is a teaching and learning process where students can study subject matter according to their abilities and level of understanding. In the learning process, students will be able to inspire creativity in presenting their learning results (creative). Teachers develop creativity and innovation in designing learning. This is very important to create enjoyable learning, not monotonous and of course meaningful for students. Of course, learning is also adapted to the circumstances and conditions of the students and their environment (Adaptive). Adaptive learning is a learning system that is adapted to the abilities and learning needs of individual students. Eventually, at the end of each learning process, Teachers and students will provide each other with feedback and evaluations of ongoing learning activities in order to improve future learning activities (Reflective).
There are three stages in implementing learning with the BERDIKARI strategy. In preparation stage, I started by doing a cognitive diagnostic assessment. Cognitive diagnostic assessments are carried out to determine students' basic abilities on a learning topic. Hi it is important to group students based on their ability level. I use the written test method using google form or oral tests in this cognitive diagnostic assessment. The results of this assessment are used to determine the appropriate treatment or strategy for each student. At the implementation level, I started grouping students based on the results of the cognitive assessment. Students are grouped into group A, group B and group C. 1) Group A are students who already have a good understanding of the topic being studied. This group of students has been able to study and develop material/topics independently with minimal guidance and guidance from the teacher. This group will later be distributed to become peer tutors who will help their classmates gain understanding. Next, 2) Group B consists of students who have intermediate comprehension abilities. Students in this group begin to develop independence to gain understanding with the help of guidance and direction from the teacher. Final, 3) Group C is a group of students who do not yet have an understanding of the material/topic. Here I act as a tutor and facilitator and carry out scaffolding (provide temporary and gradual assistance until students gain understanding). This is differentiated learning with strategy process differentiation in terms of student readiness. At the level evaluation, Quantitative data was obtained from daily assessments for knowledge aspects and project assessments for skills aspects as well as student responses obtained from student questionnaires.. In the process of assessing both knowledge and skills, Students are given the freedom to display the results of their understanding in various products such as audio, video, article, infographics, posters and others. This is differentiated learning with strategy product differentiation in terms of student interests. Of course, making work requires student creativity and innovation (Creative) adapted to the circumstances and conditions of students and their environment (Adaptive). Furthermore, at the end of learning, teachers and students together reflect on the learning process that has taken place (Reflective).
CHANGE
The implementation of this strategy has brought quite significant and meaningful changes to students. They become motivated and feel confident in showing their learning results. They feel comfortable in participating in the learning process because the material and assignments are designed according to their abilities, students' interests, potential and conditions. From the implementation of the strategy above, There are lessons or things that need to be developed to improve further learning, namely in terms of content differentiation, Learning materials can involve students in determining the desired topic or material content.
This good practice is an implementation of differentiated learning to realize independent learning. Differentiated learning is an approach that supports an independent curriculum to create an inclusive learning environment, adaptive, and responsive to student diversity. The author applies BERDIKARI learning (Differentiate, Creative, Adaptive and Reflective) as a strategy to achieve Freedom of Learning.
Early
Ki Hajar Dewantara's thinking is that every child is unique and has their own talents and potential. Each individual child has strengths and limitations. Therefore, A teacher is responsible for ensuring that every child gets an equal opportunity to learn in a way that best suits their learning needs. Teachers must be able to accommodate and want to meet the diverse needs of students in order to create meaningful learning.
However, The anxiety I face shows that students have not received learning that suits their character, interest and potential. The gap is still clearly visible between students with above abilities and students with lower abilities. Many pupils have not developed fully according to their interests, talent and potential. Thus, Students are less than optimal in using their abilities to explore knowledge and of course are also less able to hone their creativity and reasoning power in learning. Students do not have the freedom to manage their learning to achieve learning goals. The learning objectives to be achieved are creating learning that meets the diverse needs of students according to their characteristics, interest, students' potential/ability to achieve independent learning.
CHALLENGE
To implement liberating learning according to the level of understanding and ability of each individual student, Teachers must be able to design diverse learning to meet the needs of diverse students. This is a challenge in itself for a teacher to be able to meet all the different learning needs of students.
The obstacles that I face in achieving the learning targets/objectives that I want to achieve are that students do not know and cannot optimize their abilities, potential, interest or talent in managing their learning. Students are also not yet able to maximize their ability to explore knowledge and are also unable to forge and train their creativity and reasoning power to achieve learning goals..
ACTION
To create learning that meets the needs of diverse students in order to achieve independent learning, I formulated a learning strategy called INDEPENDENCE. This strategy is an acronym for Learning Differentiate, Creative, Adaptive And Reflective.
The author designs learning with principles that are appropriate to differentiated learning (Differentiate). Differentiated learning is a teaching and learning process where students can study subject matter according to their abilities and level of understanding. In the learning process, students will be able to inspire creativity in presenting their learning results (creative). Teachers develop creativity and innovation in designing learning. This is very important to create enjoyable learning, not monotonous and of course meaningful for students. Of course, learning is also adapted to the circumstances and conditions of the students and their environment (Adaptive). Adaptive learning is a learning system that is adapted to the abilities and learning needs of individual students. Eventually, at the end of each learning process, Teachers and students will provide each other with feedback and evaluations of ongoing learning activities in order to improve future learning activities (Reflective).
There are three stages in implementing learning with the BERDIKARI strategy. In preparation stage, I started by doing a cognitive diagnostic assessment. Cognitive diagnostic assessments are carried out to determine students' basic abilities on a learning topic. Hi it is important to group students based on their ability level. I use the written test method using google form or oral tests in this cognitive diagnostic assessment. The results of this assessment are used to determine the appropriate treatment or strategy for each student. At the implementation level, I started grouping students based on the results of the cognitive assessment. Students are grouped into group A, group B and group C. 1) Group A are students who already have a good understanding of the topic being studied. This group of students has been able to study and develop material/topics independently with minimal guidance and guidance from the teacher. This group will later be distributed to become peer tutors who will help their classmates gain understanding. Next, 2) Group B consists of students who have intermediate comprehension abilities. Students in this group begin to develop independence to gain understanding with the help of guidance and direction from the teacher. Final, 3) Group C is a group of students who do not yet have an understanding of the material/topic. Here I act as a tutor and facilitator and carry out scaffolding (provide temporary and gradual assistance until students gain understanding). This is differentiated learning with strategy process differentiation in terms of student readiness. At the level evaluation, Quantitative data was obtained from daily assessments for knowledge aspects and project assessments for skills aspects as well as student responses obtained from student questionnaires.. In the process of assessing both knowledge and skills, Students are given the freedom to display the results of their understanding in various products such as audio, video, article, infographics, posters and others. This is differentiated learning with strategy product differentiation in terms of student interests. Of course, making work requires student creativity and innovation (Creative) adapted to the circumstances and conditions of students and their environment (Adaptive). Furthermore, at the end of learning, teachers and students together reflect on the learning process that has taken place (Reflective).
CHANGE
The implementation of this strategy has brought quite significant and meaningful changes to students. They become motivated and feel confident in showing their learning results. They feel comfortable in participating in the learning process because the material and assignments are designed according to their abilities, students' interests, potential and conditions. From the implementation of the strategy above, There are lessons or things that need to be developed to improve further learning, namely in terms of content differentiation, Learning materials can involve students in determining the desired topic or material content.
Good practice before revised
Good practice elaboration
Early
Ki Hajar Dewantara's thinking is that every child is unique and has their own talents and potential. Each individual child has strengths and limitations. Therefore, A teacher is responsible for ensuring that every child gets an equal opportunity to learn in a way that best suits their learning needs. Teachers must be able to accommodate and want to meet the diverse needs of students in order to create meaningful learning.
However, The anxiety I face shows that students have not received learning that suits their character, interest and potential. The gap is still clearly visible between students with above abilities and students with lower abilities. Many pupils have not developed fully according to their interests, talent and potential. Thus, Students are less than optimal in using their abilities to explore knowledge and of course are also less able to hone their creativity and reasoning power in learning. Students do not have the freedom to manage their learning to achieve learning goals. The learning objectives to be achieved are creating learning that meets the diverse needs of students according to their characteristics, interest, students' potential/ability to achieve independent learning.
CHALLENGE
To implement liberating learning according to the level of understanding and ability of each individual student, Teachers must be able to design diverse learning to meet the needs of diverse students. This is a challenge in itself for a teacher to be able to meet all the different learning needs of students.
The obstacles that I face in achieving the learning targets/objectives that I want to achieve are that students do not know and cannot optimize their abilities, potential, interest or talent in managing their learning. Students are also not yet able to maximize their ability to explore knowledge and are also unable to forge and train their creativity and reasoning power to achieve learning goals..
ACTION
To create learning that meets the needs of diverse students in order to achieve independent learning, I formulated a learning strategy called INDEPENDENCE. This strategy is an acronym for Learning Differentiate, Creative, Adaptive And Reflective.
The author designs learning with principles that are appropriate to differentiated learning (Differentiate). Differentiated learning is a teaching and learning process where students can study subject matter according to their abilities and level of understanding. In the learning process, students will be able to inspire creativity in presenting their learning results (creative). Teachers develop creativity and innovation in designing learning. This is very important to create enjoyable learning, not monotonous and of course meaningful for students. Of course, learning is also adapted to the circumstances and conditions of the students and their environment (Adaptive). Adaptive learning is a learning system that is adapted to the abilities and learning needs of individual students. Eventually, at the end of each learning process, Teachers and students will provide each other with feedback and evaluations of ongoing learning activities in order to improve future learning activities (Reflective).
There are three stages in implementing learning with the BERDIKARI strategy. In preparation stage, I started by doing a cognitive diagnostic assessment. Cognitive diagnostic assessments are carried out to determine students' basic abilities on a learning topic. Hi it is important to group students based on their ability level. I use the written test method using google form or oral tests in this cognitive diagnostic assessment. The results of this assessment are used to determine the appropriate treatment or strategy for each student. At the implementation level, I started grouping students based on the results of the cognitive assessment. Students are grouped into group A, group B and group C. 1) Group A are students who already have a good understanding of the topic being studied. This group of students has been able to study and develop material/topics independently with minimal guidance and guidance from the teacher. This group will later be distributed to become peer tutors who will help their classmates gain understanding. Next, 2) Group B consists of students who have intermediate comprehension abilities. Students in this group begin to develop independence to gain understanding with the help of guidance and direction from the teacher. Final, 3) Group C is a group of students who do not yet have an understanding of the material/topic. Here I act as a tutor and facilitator and carry out scaffolding (provide temporary and gradual assistance until students gain understanding). This is differentiated learning with strategy process differentiation in terms of student readiness. At the level evaluation, Quantitative data was obtained from daily assessments for knowledge aspects and project assessments for skills aspects as well as student responses obtained from student questionnaires.. In the process of assessing both knowledge and skills, Students are given the freedom to display the results of their understanding in various products such as audio, video, article, infographics, posters and others. This is differentiated learning with strategy product differentiation in terms of student interests. Of course, making work requires student creativity and innovation (Creative) adapted to the circumstances and conditions of students and their environment (Adaptive). Furthermore, at the end of learning, teachers and students together reflect on the learning process that has taken place (Reflective).
CHANGE
The implementation of this strategy has brought quite significant and meaningful changes to students. They become motivated and feel confident in showing their learning results. They feel comfortable in participating in the learning process because the material and assignments are designed according to their abilities, students' interests, potential and conditions. From the implementation of the strategy above, There are lessons or things that need to be developed to improve further learning, namely in terms of content differentiation, Learning materials can involve students in determining the desired topic or material content.
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