Archipelago Educators Meeting XIII
These good practices were created to be presented at TPN X with the theme of student leadership. This good practice is applied to class IX students at State Middle Schools 2 Cainjur in learning to write short stories by applying differentiated learning in content and process.
Short story learning (Short story) at junior high school level is something that is not easily taught to students. This is impacted by their low interest in reading. When children write, they gain knowledge, Children's insights and abilities greatly contribute to their writing. The more often and more books you read, then they will also put a lot of material or ideas into written form. Apart from that, the experiences they gain in their daily lives will trigger them to compose a story. To make it easier for them to write a short story, I carry out learning that supports students through differentiated learning. With this learning, students' potential will be explored optimally and students' needs will be met.
In making a change, of course it cannot be free from challenges and obstacles. Challenges arise from within the writer himself and from outside. Personally, the challenge the writer faces requires sincerity, patience, and the belief that through differentiation learning, learning objectives will be achieved optimally. The author must also prepare the teaching materials and strategies needed to facilitate each individual's differences, such as readiness to learn (rediness), children's talents and interests, as well as student learning profiles. Another challenging factor is the lack of motivation of students to write short stories.
To achieve the learning objectives, the author applies a strategy by implementing content and process differentiation in learning to write short stories in State Middle Schools 2 Cianjur through "Writing SMART and BEAUTIFUL" (Writing Fun Short Stories, intelligent, and of course interesting ). At the content stage the writer prepares material that students can hear through an explanation and watching videos related to the short story (for auditory children). The teacher also prepares pictures related to the theme of the short story text (for children with a visual background) and prepare presentations and some information around the school environment related to short story texts (for children with a kinesthetic background). At the process level, Students are invited to tour the school environment so that they can get ideas and direct experience so that they get a theme according to the events that occur.
Besides that, They were also given the freedom to write short stories according to their respective interests. There are those who write about sports, art, like dance, sound art, art painting, literary arts, field of mathematics, IPA, IPS, religious, or other themes that have been agreed with the teacher. In the writing process, students are given the freedom to use media according to their abilities. Next is a short story that has been neatly arranged and structured, presented in front of the class and the results are collected and sent via Google Drive. At the final stage, the results of his writing were made into an anthology of short stories with the title "Our Stories on the White and Blue Campus".
The lessons learned from learning to write short stories through differentiation learning include the following. Students become more enthusiastic and confident in writing short stories, Many ideas and ideas emerged from students to determine the theme. Students become more creative in writing short stories because they write based on their own interests. Differences in students' abilities in writing can be facilitated according to talent, interest, content, and their respective learning processes. Besides that, they enjoy writing and have short story anthology books. Maybe one day they will remember what he wrote when writing short stories in middle school.
These good practices were created to be presented at TPN X with the theme of student leadership. This good practice is applied to class IX students at State Middle Schools 2 Cainjur in learning to write short stories by applying differentiated learning in content and process.
Short story learning (Short story) at junior high school level is something that is not easily taught to students. This is impacted by their low interest in reading. When children write, they gain knowledge, Children's insights and abilities greatly contribute to their writing. The more often and more books you read, then they will also put a lot of material or ideas into written form. Apart from that, the experiences they gain in their daily lives will trigger them to compose a story. To make it easier for them to write a short story, I carry out learning that supports students through differentiated learning. With this learning, students' potential will be explored optimally and students' needs will be met.
In making a change, of course it cannot be free from challenges and obstacles. Challenges arise from within the writer himself and from outside. Personally, the challenge the writer faces requires sincerity, patience, and the belief that through differentiation learning, learning objectives will be achieved optimally. The author must also prepare the teaching materials and strategies needed to facilitate each individual's differences, such as readiness to learn (rediness), children's talents and interests, as well as student learning profiles. Another challenging factor is the lack of motivation of students to write short stories.
To achieve the learning objectives, the author applies a strategy by implementing content and process differentiation in learning to write short stories in State Middle Schools 2 Cianjur through "Writing SMART and BEAUTIFUL" (Writing Fun Short Stories, intelligent, and of course interesting ). At the content stage the writer prepares material that students can hear through an explanation and watching videos related to the short story (for auditory children). The teacher also prepares pictures related to the theme of the short story text (for children with a visual background) and prepare presentations and some information around the school environment related to short story texts (for children with a kinesthetic background). At the process level, Students are invited to tour the school environment so that they can get ideas and direct experience so that they get a theme according to the events that occur.
Besides that, They were also given the freedom to write short stories according to their respective interests. There are those who write about sports, art, like dance, sound art, art painting, literary arts, field of mathematics, IPA, IPS, religious, or other themes that have been agreed with the teacher. In the writing process, students are given the freedom to use media according to their abilities. Next is a short story that has been neatly arranged and structured, presented in front of the class and the results are collected and sent via Google Drive. At the final stage, the results of his writing were made into an anthology of short stories with the title "Our Stories on the White and Blue Campus".
The lessons learned from learning to write short stories through differentiation learning include the following. Students become more enthusiastic and confident in writing short stories, Many ideas and ideas emerged from students to determine the theme. Students become more creative in writing short stories because they write based on their own interests. Differences in students' abilities in writing can be facilitated according to talent, interest, content, and their respective learning processes. Besides that, they enjoy writing and have short story anthology books. Maybe one day they will remember what he wrote when writing short stories in middle school.
Good practice before revised
Good practice elaboration
Short story learning (Short story) at junior high school level is something that is not easily taught to students. This is impacted by their low interest in reading. When children write, they gain knowledge, Children's insights and abilities greatly contribute to their writing. The more often and more books you read, then they will also put a lot of material or ideas into written form. Apart from that, the experiences they gain in their daily lives will trigger them to compose a story. To make it easier for them to write a short story, I carry out learning that supports students through differentiated learning. With this learning, students' potential will be explored optimally and students' needs will be met.
In making a change, of course it cannot be free from challenges and obstacles. Challenges arise from within the writer himself and from outside. Personally, the challenge the writer faces requires sincerity, patience, and the belief that through differentiation learning, learning objectives will be achieved optimally. The author must also prepare the teaching materials and strategies needed to facilitate each individual's differences, such as readiness to learn (rediness), children's talents and interests, as well as student learning profiles. Another challenging factor is the lack of motivation of students to write short stories.
To achieve the learning objectives, the author applies a strategy by implementing content and process differentiation in learning to write short stories in State Middle Schools 2 Cianjur through "Writing SMART and BEAUTIFUL" (Writing Fun Short Stories, intelligent, and of course interesting ). At the content stage the writer prepares material that students can hear through an explanation and watching videos related to the short story (for auditory children). The teacher also prepares pictures related to the theme of the short story text (for children with a visual background) and prepare presentations and some information around the school environment related to short story texts (for children with a kinesthetic background). At the process level, Students are invited to tour the school environment so that they can get ideas and direct experience so that they get a theme according to the events that occur.
Besides that, They were also given the freedom to write short stories according to their respective interests. There are those who write about sports, art, like dance, sound art, art painting, literary arts, field of mathematics, IPA, IPS, religious, or other themes that have been agreed with the teacher. In the writing process, students are given the freedom to use media according to their abilities. Next is a short story that has been neatly arranged and structured, presented in front of the class and the results are collected and sent via Google Drive. At the final stage, the results of his writing were made into an anthology of short stories with the title "Our Stories on the White and Blue Campus".
The lessons learned from learning to write short stories through differentiation learning include the following. Students become more enthusiastic and confident in writing short stories, Many ideas and ideas emerged from students to determine the theme. Students become more creative in writing short stories because they write based on their own interests. Differences in students' abilities in writing can be facilitated according to talent, interest, content, and their respective learning processes. Besides that, they enjoy writing and have short story anthology books. Maybe one day they will remember what he wrote when writing short stories in middle school.
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