Penggunaan Kombinasi Diferensiasi (Diferensiasi Pembelajaran)

Main ideas & lesson conveyed

• The video explains and demonstrates differentiated learning by combining three dimensions at once:
  • Content differentiation (what students learn)
  • Process differentiation (how students learn)
  • Product differentiation (what students produce/are assessed on)
• It suggests differentiated learning can be used simultaneously or separately depending on classroom needs.
• Success depends on creating a supportive learning environment—not only delivering the material.

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Methodology demonstrated (step-by-step)

1) Lesson purpose (learning objective)

Students learn plane figures with goals to:

• Distinguish different plane figures
• Mention their characteristics (e.g., sides and shape features)

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2) Content differentiation (based on prerequisite knowledge)

Prerequisite check before teaching new content

• The teacher uses a “mystery box” activity:
  • Plane-figure cardboard pieces (e.g., square, circle, etc.) are placed inside a closed box
  • Students insert their hands and feel the shapes one by one

Grouping based on what students already understand

• Group 1 (already understand prerequisites):
  • Given more complex plane shapes (e.g., trapezoid, parallelogram, pentagon)
  • Tasks include:
    • Cutting origami paper into these shapes
    • Grouping the cut results by number/identification
• Group 2 (do not understand basic shapes):
  • Given simpler shapes (circle, triangle, square)
  • Students write the shape name in a notebook

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3) Learning interaction + validation of understanding

• Students are paired across groups:
  • Students from Group 1 and Group 2 are matched
  • They build a new structure/design on HVS paper using the origami cutouts from the earlier task
• Students take turns exchanging information about the shapes.
• The teacher checks understanding by asking students to identify the shape they attach.

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4) Process differentiation (based on student interests)

After initial content work, the teacher notices students are not very enthusiastic and don’t yet connect geometric shapes to real life.

To increase engagement, the teacher integrates activities aligned with student interests:

• Sports
• Arts
• Music

Next meeting: learning stations in an outdoor/field setting

• Students are organized into 4 groups
• Each group completes tasks at each station
• Within each group, students can choose who performs the task at each station

Stations (3 described explicitly)

• Station 1: Run/locate plane figures by:
  • Circling the plane figure
  • Identifying the shape and its sides
• Station 2: Recognize plane figures in:
  • Several painting prints
  • Record the number of sides
• Station 3: Identify basic shapes found in:
  • Musical instruments

A 4th station is implied but not clearly described in the subtitles.

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5) Product differentiation (summative assessment)

At the next meeting, the teacher conducts a summative assessment using product differentiation.

• Students receive options tailored to interests and learning profiles
• They complete tasks with enthusiasm

Summative task: create a “mini gallery”

• Students display and present the use of plane figures in different contexts (sports, music, fine arts)

Three task options:

1. Create an imaginary sports field poster with unusual shapes
2. Make a 2D plane figure using ice cream sticks or cardboard
3. Make an image of a musical instrument using plane shapes

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6) Student work mode + choice

Students are free to:

• Work alone or in small groups
• Choose which product option they want to complete

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7) Reflection and evaluation (final takeaway)

After reflection/evaluation, the teacher observes:

• Students’ abilities improve
• Students understand differences between plane figures and can state characteristics

Key conclusion:

• Differentiated learning can involve content, process, and product together or separately
• The learning cycle includes building a supportive environment that helps students become independent learners

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Speakers / sources featured (as presented)

• Budian / Bu (teacher who demonstrates the differentiated learning approach)
• Music (background audio; not a spoken source)