Implementation of Differentiated Learning Through Play Activities in Early Childhood
https://doi.org/10.35877/454RI.eduline1264
Viewed = 0 time(s)
Abstract
This study aims to determine the activities of teachers in the implementation of differentiated learning through play activities in early childhood. This study uses a qualitative approach with a descriptive method. The instrument used is an observation sheet to observe the actions of teachers and students. Written guidelines and observations serve as research tools and these are processed through observation, interviews, and documentation. Data analysis is organizing data, presenting data, and drawing conclusions. This study was conducted in a kindergarten school. The school was chosen because the researcher is one of the school's teachers, thus facilitating the research process. This study is field research, so the information reviewed in this article is data that occurred at the research location. The results of this study indicate that the process of planning differentiated learning through play activities in early childhood has been carried out following the rules of learning planning in Early Childhood Education Programs (ECEP). Implementing differentiated learning through play activities in early childhood follows the principles of child development. Differentiated learning through play activities in early childhood has succeeded in optimizing aspects of children's cognitive, affective, and psychomotor development. It is proven from the results of the evaluation reports given by the school to the parents of students showing that the aspects of student development have developed well. This is also reinforced by reports from parents of students that there is a significant improvement in the development of children at home. The assessment is carried out by the teacher using instruments prepared by the school.
References
Amon, L., Jela, K., Margareta, M., & Anggal, N. (2022). Online Learning during the COVID-19 Pandemic: An Experience of Catholic Religion Teacher. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 5(1), 2541–2549.
Anggal, N. (2017). Upaya Meningkatkan Minat Belajar Anak dalam Mengikuti Kegiatan Temu Minggu Menggunakan Metode Bermain Peran. Gaudium Vestrum: Jurnal Kateketik Pastoral, 106–113.
Avelar, A. B. A., Silva-Oliveira, K. D. da, & Pereira, R. da S. (2019). Education for advancing the implementation of the Sustainable Development Goals: A systematic approach. The International Journal of Management Education, 17(3), 100322. https://doi.org/10.1016/j.ijme.2019.100322
Bergmark, U. (2020). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 00(00), 1–15. https://doi.org/10.1080/19415257.2020.1827011
Ciaramella, A., & Dall’Orso, M. (2021). How Can We Drive Innovation? BT - Urban Regeneration and Real Estate Development: Turning Real Estate Assets into Engines for Sustainable Socio-economic Progress (A. Ciaramella & M. Dall’Orso (eds.); pp. 37–53). Springer International Publishing. https://doi.org/10.1007/978-3-030-67623-0_4
Darling-Hammond, L., & Berry, B. (2016). Recruiting teachers for the 21st century: The foundation for educational equity. Journal of Negro Education, 68(3), 254–279. https://doi.org/10.2307/2668100
de Jager, T. (2013). Guidelines to assist the implementation of differentiated learning activities in South African secondary schools. International Journal of Inclusive Education, 17(1), 80–94. https://doi.org/10.1080/13603116.2011.580465
Donkoh, K. E., & Baffoe, S. (2018). Instructional Supervisory Practices of Headteachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit. Journal of Education and E-Learning, 5(1), 43–50. https://doi.org/10.20448/journal.509.2018.51.43.50
Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran Berdiferensiasi dalam Program Guru Penggerak pada Modul 2.1. Jurnal Basicedu, 6(2), 2846–2853.
Handiyani, M., & Muhtar, T. (2022). Mengembangkan Motivasi Belajar Siswa melalui Strategi Pembelajaran Berdiferensiasi: Sebuah Kajian Pembelajaran dalam Perspektif Pedagogik-Filosofis. Jurnal Basicedu, 6(4), 5817–5826.
Ismajli, H., & Imami, M. I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of All the Students. International Journal of Instruction, 11(3), 207–218.
Lestariningrum, A. (2022). Konsep Pembelajaran Terdefirensiasi Dalam Kurikulum Merdeka Jenjang PAUD. Prosiding SEMDIKJAR (Seminar Nasional Pendidikan Dan Pembelajaran), 5, 1179–1184.
Mac Naughton, G. (2020). Action Research. In Doing early childhood research (pp. 208–223). Routledge.
Maimunah, M., Aslamiah, A., & Suriansyah, A. (2018). The integration of sentra-based Learning and involvement of family program at early childhood in developing character building (Multi Case at PAUD Mawaddah and PAUD Alam Berbasis Karakter Sayang Ibu Banjarmasin, Indonesia). European Journal of Education Studies.
Miles, M., & Huberman, A. M. (2014). Qualitative data analysis: A sourcebook of new methods. In Qualitative data analysis: a sourcebook of new methods.
Pane, R. N. P. S., Lumbantoruan, S., & Simanjuntak, S. D. (2022). Implementasi Pembelajaran Berdiferensiasi Untuk Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik. BULLET: Jurnal Multidisiplin Ilmu, 1(03), 173–180.
Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about Implementation of Differentiated Instruction. Online Submission.
Santoso, P. H., Istiyono, E., & Haryanto. (2022). Physics Teachers’ Perceptions about Their Judgments within Differentiated Learning Environments: A Case for the Implementation of Technology. In Education Sciences (Vol. 12, Issue 9). https://doi.org/10.3390/educsci12090582
Saracho, O. N., & Spodek, B. (2019). Children’s Play and Early Childhood Education: Insights from History and Theory. Journal of Education, 177(3), 129–148. https://doi.org/10.1177/002205749517700308
Siagian, B. A., Situmorang, S. N., Siburian, R., Sihombing, A., Harefa, R. Y. R., Ramadhani, S., & Sitorus, A. (2022). Sosialisasi Pembelajaran Berdiferensiasi dalam Program Merdeka Belajar di SMP Gajah Mada Medan. Indonesia Berdaya, 3(2), 339–344.
Sriwahyuni, E., Asvio, N., & Nofialdi, N. (2017). Metode Pembelajaran yang Digunakan PAUD (Pendidikan Anak Usia Dini) Permata Bunda. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 4(1), 44–62.
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301. https://doi.org/https://doi.org/10.1016/j.tate.2017.06.020
Thapliyal, M., Ahuja, N. J., Shankar, A., Cheng, X., & Kumar, M. (2022). A differentiated learning environment in domain model for learning disabled learners. Journal of Computing in Higher Education, 34(1), 60–82. https://doi.org/10.1007/s12528-021-09278-y
Tomlinson, C. A. (1999). Reconcilable Differences: Standards-based teaching and differentiation. Educational Ladership, 58(1), 6–13.
Trinanda, M. A., & Yaswinda, Y. (2022). The Effect of Using Loose Parts Media on Critical Thinking Ability in Children Aged 5-6 Years in Learning in Kindergarten. 6th International Conference of Early Childhood Education (ICECE-6 2021), 46–49.
Warman, W., Lorensius, L., & Rohana, R. (2021). Curriculum of Management in Improving the Quality of Catholic School Education in Samarinda City, East Kalimantan, Indonesia. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(3), 3677–3688.
Wulandari, H., Supriyati, Y., & Jalal, F. (2018). Evaluation of Holistic Integrative Program in Early Childhood Education and Development (PAUD HI). Int. J. of Multidisciplinary and Current Research, 6.
Yusuf, S. (2006). Psikologi Perkembangan Anak dan Remaja. Remaja Rosdakarya.
Copyright (c) 2022 Ika Astuti, Achmad Ruslan Afendi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
