Differentiated Learning uses Moodle based on Personalized Learning Jajang Kusnendar (a*), Deni Darmawan (a), Rusman (a)
a) Curriculum Development
Fakultas Ilmu Pendidikan, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No 229 Bandung 40154, West Java, Indonesia
Abstract
This study aims to describe the application of differentiated learning using the Moodle technology platform through personalized learning. The research method used was descriptive qualitative with the research subject being Vocational High School students in class X in the subject of Informatics Elements of Algorithm and Programming (AP) majoring in Computer Technology and Networks.
Teaching materials are developed with the teacher which are derived from Learning Outcomes (CP) into Learning Objectives Flow (ATP), which are then translated into material according to ATP. Personalized learning is used by utilizing the moodle feature in configuring teaching materials which are packaged in three forms of Visual, Auditory, and Kinesthetic (VAK) learning styles.
The results of this study indicate that differentiated learning is implemented well according to the following indicators: 1) each student has a preference for their own learning style by expressing their preference for the material presented by the teacher- 2) each student learns material in the form of different teaching materials according to their preferences when studying, and the level of ease of understanding of each material- 3) even so, it was also found that students learned by choosing one of the three materials presented, even all three- 4) student responses stated that they felt facilitated by personalized learning, with general comments being the flexibility of study time, facilitated independent learning according to their individual learning pace, as well as the existence of a choice of teaching material modes that provide choices according to their individual preferences- 5) from the teacher^s perspective, it states that differentiated learning becomes more effective with the help of personalized moodles, especially in managing the diversity of student characteristics, especially if done conventionally, in other cases the teacher can focus on facilitating students who are still lagging behind and simultaneously facilitating students who have reached mastery in learning to learn in enrichment mode.
