Application of the Differentiated Learning Model in Advanced BIPA Courses

Abstract

The aims of this study are (1) to describe the process of identifying the profile of students' characteristics in Advanced BIPA courses and (2) to describe the process of developing differentiated learning models in Advanced BIPA courses. The research method used is the ADDIE model development method, which includes two stages, namely the Identification of Learner Characteristics Phase and the Differentiated Learning Model Development Phase in the Advanced BIPA course. The characteristic profile of students in Advanced BIPA courses is based on their learning profile, learning interest, and learning readiness. The data taken is under the needs or learning needs. It is mainly associated with various experiences of students, hobbies, routine activities, interesting activities, places, and events related to personal experiences. Along with the demands of differentiated learning by the conditions and characteristics of students, teachers are required to play a more dynamic and creative role. Learning activities are needed based on students' learning needs to optimize learning and students' learning outcomes. Adjustment of learning scenarios can take advantage of the characteristics or several profile attributes in common with other individuals. It proves that the availability of student characteristic profiles can encourage creativity and innovation from teachers.