Development of group-based differentiated learning (GBDL) models

Abstract

The ability to think and the social abilities of junior high school students is a potential ability developed through learning based on the optimization of differences in learning abilities. For this reason, appropriate learning design and implementation model is needed in realizing this, especially in one of the social group subjects. This study uses research and development methods that begin with a preliminary study, develops a draft model, tests, and experiments to test model validation. Data collection techniques with observation, experimentation, and interviews. The results showed that aspects of the model of differentiated learning design based on groups put forward the process of analyzing the characteristics of students about readiness, interests learning profile, flexibility for curriculum elements of content (content), process (process), and results (product). Learning objectives are developed in the form of measurable and specific abilities that describe student behavior. In particular, the learning design components include; (a) Analysis of characteristics and curriculum elements; (b) Learning objectives or competencies to be achieved; (c) Essential material; (d) Learning Process, and (e) Learning Evaluation. The Implementation Model is carried out through learning syntax, namely: orientation, general exploration, learning techniques, investigation, evaluation, and follow-up. Group learning model, in which students learn individually to collaborate in the first group after completing the second group, after the second group rejoining the first group.