PEMBELAJARAN KALKULUS DIFFERENSIAL MENGGUNAKAN MODUL DENGAN PENDEKATAN DIFFERENTIATED INSTRUCTION

Harmini Triana

Abstract


Abstract

Modules are one form of teaching material that can help students learn independently. For students to receive materials well, it is necessary to create a learning atmosphere by the characteristics of students. Differentiated instruction approach is a learning approach by giving different instructions according to the features of  the learner. This research aims to test the effectiveness of learning methods with a differentiated instruction approach compared to differentiated instruction-based modules.  This research is a pseudo-experimental study with 92 students of the Informatics Engineering study program of Darussalam Gontor University. Modules are one form of teaching material that can help students learn independently. For students to receive materials well, it is necessary to create a learning atmosphere by the characteristics of students. This research began by giving treatment in learning as many as six meetings on Derivative materials The data analysis in this study uses One-way ANOVA. Before data analysis, the prerequisite of research is a test of  normality and  homogeneity. The results of the analysis prerequisites are obtained that the data is distributed normally and homogeneously. The results concluded that there were significant differences between students who were taught using differentiated instruction approaches, differentiated instruction-based modules, and direct methods.

Keywords:Calculus, differentiated instruction, learning module.

Abstrak

Modul  adalah  salah  satu bentuk bahan ajar yang dapat membantu mahasiswa belajar mandiri . Agar mahasiswa mampu menerima materi dengan baik perlu diciptakan suasana belajar yang sesuai dengan karakteristik mahasiswa.  Pendekatan differentiated instruction  merupakan pendekatan pembelajaran dengan memberikan instruksi yang berbeda sesuai dengan karakteristik peserta didik. Penelitian ini bertujuan untuk menguji efektivitas  metode pembelajaran dengan pendekatan differentiated instruction dibandingkan modul berbasis differentiated instruction.  Penelitian ini termasuk penelitian eksperimen semu (quasi-experiment) dengan  subjek sebanyak 92 mahasiswa program studi Teknik Informatika Universitas Darussalam Gontor. Pelaksanaan penelitian ini diawali dengan memberikan perlakuan berupa pembelajaran sebanyak 6 pertemuan pada materi Turunan. Teknik analisis data yang digunakan pada penelitian ini adalah One-way ANOVA. Sebelum analisis data prasyarat analisis yang dilakukan adalah uji normalitas dan homogenitas. Hasil prasyarat analisis diperoleh bahwa  data  berdistribusi  normal dan  homogen. Hasil penelitian ini disimpulkan bahwa terdapat perbedaan yang signifikan hasil belajar  mahasiswa yang diajar  menggunakan pendekatan differentiated instruction, modul berbasis differentiated instruction, dan metode langsung.

Kata kunci: Kalkulus, differentiated instruction, modul pembelajaran

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References


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DOI: https://doi.org/10.35334/meta.v3i1.2078

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