Aldi Cahya Maulidan, - and Didin Saripudin, - and Leli Yulifar, - (2025) PENGARUH STRATEGI PEMBELAJARAN DIFERENSIASI TERHADAP KEMAMPUAN BERPIKIR KREATIF DAN KESADARAN SEJARAH PESERTA DIDIK PADA PEMBELAJARAN SEJARAH (Penelitian Quasi Eksperimen di SMA Negeri 5 Tasikmalaya). S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Penelitian ini bertujuan untuk menganalisis pengaruh strategi pembelajaran diferensiasi terhadap kemampuan berpikir kreatif dan kesadaran sejarah peserta didik dalam pembelajaran sejarah di SMA Negeri 5 Tasikmalaya. Latar belakang penelitian ini berangkat dari tantangan dalam implementasi Kurikulum Merdeka, khususnya terkait upaya menumbuhkan kreativitas dan kesadaran sejarah peserta didik yang masih menghadapi pembelajaran homogen. Strategi pembelajaran diferensiasi dipilih sebagai pendekatan pedagogis yang responsif terhadap keragaman gaya belajar, minat, dan tingkat kesiapan peserta didik, sehingga dapat mengakomodasi heterogenitas kebutuhan belajar. Penelitian ini menerapkan desain kuasi-eksperimen dengan pendekatan kuantitatif, melibatkan dua kelompok peserta didik sebagai subjek penelitian, yakni kelompok eksperimen sebanyak 36 orang dan kelompok kontrol sebanyak 36 orang, serta variabel berpikir kreatif dan kesadaran sejarah sebagai objek penelitian. Instrumen yang digunakan meliputi soal pilihan ganda kemampuan berpikir kreatif, angket kesadaran sejarah, serta angket keterlaksanaan pembelajaran diferensiasi, teknik analisis data meliputi uji normalitas, uji homogenitas, uji hipotesis, serta uji N-Gain. Hasil penelitian mengungkapkan bahwa implementasi strategi diferensiasi dalam pembelajaran menunjukkan efektivitas yang tinggi, baik berdasarkan analisis statistik maupun temuan observasi. Strategi ini tidak hanya memenuhi prinsip inklusivitas dengan menjamin kesetaraan akses pembelajaran bagi seluruh peserta didik. Lebih lanjut, penelitian ini membuktikan bahwa pembelajaran berdiferensiasi secara signifikan meningkatkan kemampuan berpikir kreatif serta meningkatkan kesadaran sejarah peserta didik. Hasil komparasi dengan kelompok kontrol yang menggunakan pembelajaran konvensional menunjukkan bahwa peserta didik yang menerima pembelajaran berdiferensiasi mengalami kemajuan lebih substansial, baik dalam aspek eksplorasi ide kreatif maupun kemampuan mengkontekstualisasikan peristiwa sejarah dengan realitas kontemporer. This research aims to analyze the influence of differentiated learning strategies on students' creative thinking abilities and historical consciousness in history learning at Senior High School 5 Tasikmalaya. The background of this research stems from challenges in implementing the Merdeka Curriculum, specifically the efforts to foster students' creativity and historical awareness, which are still facing homogeneous learning methods. Differentiated learning strategies were chosen as a pedagogical approach that is responsive to the diversity of students' learning styles, interests, and readiness levels, thus accommodating their heterogeneous learning needs. This study employed a quasi-experimental design with a quantitative approach, involving two groups of students as research subjects: an experimental group of 36 students and a control group of 36 students. The research variables were creative thinking and historical awareness. The instruments used included multiple-choice questions for creative thinking ability, a questionnaire for historical awareness, and a questionnaire for the implementation of differentiated learning. The data analysis techniques included normality tests, homogeneity tests, hypothesis tests, and N-Gain tests. The research findings revealed that the implementation of a differentiated learning strategy showed high effectiveness, both based on statistical analysis and observational findings. This strategy not only fulfills the principle of inclusivity by ensuring equal access to learning for all students. Furthermore, this research proves that differentiated learning significantly improves students' creative thinking abilities and enhances their historical awareness. A comparison with the control group, which used conventional learning, showed that students who received differentiated instruction made more substantial progress, both in the aspect of exploring creative ideas and the ability to contextualize historical events with contemporary reality.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=nqp-V1QAAAAJ&hl=id SINTA ID : 5984366 SINTA ID : 5993694 |
| Uncontrolled Keywords: | Pembelajaran Diferensiasi, Berpikir Kreatif, Kesadaran Sejarah, Pembelajaran Sejarah. Differentiated Instruction, Creative Thinking, Historical Awareness, History Education. |
| Subjects: | D History General and Old World > D History (General) L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Sejarah-S2 |
| Depositing User: | ALDI CAHYA MAULIDAN |
| Date Deposited: | 09 Sep 2025 06:55 |
| Last Modified: | 09 Sep 2025 06:55 |
| URI: | http://repository.upi.edu/id/eprint/138321 |
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