Identification of Students’ Readiness and Learning Preferences: A Differentiated Learning Plan for High School Physics (Phase-E)

Rahmat Saifuddin Anwar; Suryajaya Suryajaya; Suyidno Suyidno; Rachmiati Rachmiati; Misbah Misbah

doi:10.20527/bipf.v13i2.20749

Identification of Students’ Readiness and Learning Preferences: A Differentiated Learning Plan for High School Physics (Phase-E)

Rahmat Saifuddin Anwar, Suryajaya Suryajaya, Suyidno Suyidno, Rachmiati Rachmiati, Misbah Misbah

Abstract

This study focused on planning differentiated instruction by identifying students' readiness and learning preferences in the scientific work context of measurement systems. Students' readiness refers to their current knowledge and skills in integrated science process skills, while learning preferences describe their favored ways of processing and engaging with information. The research involved 68 Phase-E students from a senior high school in Banjarmasin and employed a quantitative descriptive approach. Data were collected using the Test of Integrated Science Process Skills II (TIPS II) and the Honey-Mumford Learning Styles Questionnaire. The results indicated that most students exhibited low readiness levels for integrated science process skills, with a mean TIPS II score of 0.349 (SD = 0.0882). Analysis of learning preferences revealed a predominance of assimilator learning styles (38.2%), followed by accommodators (35.3%), convergers (20.6%), and divergers (5.9%). These findings underscore the importance of a differentiated instructional approach that responds to individual students’ needs. This study recommends differentiation strategies encompassing content, process, product, and learning environment adjustments based on students’ readiness and learning preferences. Additionally, this study highlights the necessity of further exploring students’ learning interests as a crucial component of planning differentiated instruction.

Keywords

Differentiated instruction; Learning preferences; Science process skills

Full Text:

PDF

References

Amany, D. A. L., Puteri, A. A. I., & Karim, S. (2023). Analysis of the relationship between student interest and written communication in solving realistic mathematics problems. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 15–19. https://doi.org/10.61650/dpjpm.v1i1.36

Arends, R. (2012). Learning to teach (9th ed). McGraw-Hill.

Brown, P. (2024). Education, opportunity and the future of work in the fourth industrial revolution. British Journal of Sociology of Education, 45(4), 475–493. https://doi.org/10.1080/01425692.2023.2299970

Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169–177. https://doi.org/10.1002/tea.3660220208

Chamidah, A., Pamungkas, B., Yusuf, S., Ariyanti, S. Y., & Mumpuniarti, M. (2024). Challenges and needs in implementing sexual education for deaf students: A case study from indonesia. International Journal of Learning, Teaching and Educational Research, 23(8), 572–590. https://doi.org/10.26803/ijlter.23.8.29

Chapman, L. (2023). The evidence-based practitioner coach: Understanding the integrated experiential learning process (1 ed.). Routledge. https://doi.org/10.4324/9781003356424

Chen, S.-K., Yang, Y.-T. C., Lin, C., & Lin, S. S. J. (2023). Dispositions of 21st-century skills in STEM programs and their changes over time. International Journal of Science and Mathematics Education, 21(4), 1363–1380. https://doi.org/10.1007/s10763-022-10288-0

Compen, B., Verstegen, D., Maussen, I., Hülsman, C., & Dolmans, D. (2024). Good practices for differentiated instruction in vocational education: The combined perspectives of educational researchers and teachers. International Journal of Inclusive Education, 1–18. https://doi.org/10.1080/13603116.2024.2305652

Doubet, K., & Hockett, J. A. (2015). Differentiation in middle & high school: Strategies to engage all learners. ASCD.

Ernawati, M. D. W., Asrial, A., Perdana, R., Septi, S. E., Rohana, S., &

Nawahdani, A. M. (2022). Evaluation of Students’ Interest, Attitudes, and Science Process Skills in Science Subjects. Journal of Education Research and Evaluation, 6(1), 181–194. https://doi.org/10.23887/jere.v6i1.37583

Febriana, R., Sugiman, S., & Ariyadi Wijaya. (2023). Analysis of the implementation of differentiated learning in the implementation of the independent curriculum in middle school mathematics lessons. International Journal Of Humanities Education and Social Sciences (IJHESS), 3(2). https://doi.org/10.55227/ijhess.v3i2.549

Gizaw, G., & Sota, S. S. (2023). Improving science process skills of students: A review of literature. Science Education International, 34(3), 216–224. https://doi.org/10.33828/sei.v34.i3.5

Grecu, Y. V. (2023). Differentiated instruction: Curriculum and resources provide a roadmap to help English teachers meet students’ needs. Teaching and Teacher Education, 125, 104064. https://doi.org/10.1016/j.tate.2023.104064

Harefa, D. (2023). The relationship between students’ interest in learning and mathematics learning outcomes. AFORE : Jurnal Pendidikan Matematika, 2(2), 112–122. https://doi.org/10.57094/afore.v2i2.1054

Haryati, T., Rusdi, M., Asyhar, R., Hadisaputra, S., & Hasibuan, M. H. E. (2024). The effect of scaffolding and creative thinking skills in an acid and base learning project on students’ science process skills. Jurnal Penelitian Pendidikan IPA, 10(3), 1083–1092. https://doi.org/10.29303/jppipa.v10i3.4674

Hoy, A. W. (2016). Educational psychology (13th ed.). Pearson.

Hunaidah, Susantini, E., Wasis, Prahani, B. K., & Mahdiannur, M. A. (2018). Improving collaborative critical thinking skills of physics education students through implementation of CinQASE learning model. Journal of Physics: Conference Series, 1108, 012101. https://doi.org/10.1088/1742-6596/1108/1/012101

Kalinowski, E., Westphal, A., Jurczok, A., & Vock, M. (2024). The essential role of teacher self-efficacy and enthusiasm for differentiated instruction. Teaching and Teacher Education, 148, 104663. https://doi.org/10.1016/j.tate.2024.104663

Kartono, K., Arumsasi, P. D., & Mariani, S. (2019). Analysis of students’ mathematical reflective thinking on problem based learning (PBL) based from learning styles. Unnes Journal of Mathematics Education, 8(1), 34–41. https://doi.org/10.15294/ujme.v8i1.24239

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (Second edition). Pearson Education, Inc.

Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140, 104464. https://doi.org/10.1016/j.tate.2023.104464

Lase, D. (2019). Education and industrial revolution 4.0. Jurnal Handayani, 10(1), 48. https://doi.org/10.24114/jh.v10i1.14138

Lestari, A. S. B. L., Wahyono, A., Akkuşci, Y. E., Purwanto, P., Anas, K., Nurmalasari, Y., Bibi, R., & Yunus, M. (2023). PLAN–DO–SEE: Lesson study-based differentiated learning in middle schools. Delta-Phi: Jurnal Pendidikan Matematika, 1(1), 41–45.

https://doi.org/10.61650/dpjpm.v1i1.76

Liao, P. W. (2019). Experiential learning is an effective training model to improve self-esteem. Humanities & Social Sciences Reviews, 7(5), 165–173. https://doi.org/1631352461

Liu, C., & Huang, Y. (2022). A Comparative Observation of Inclusive Education in Four Primary Schools in Taiwan. The Asia-Pacific Education Researcher, 31(3), 227–242. https://doi.org/10.1007/s40299-021-00555-z

Maiyanti, A. A., Imtiyaza, M. I., Laili, U. F., & Panse, V. R. (2024). Development of a project based learning hybrid mode module to train science skills for phase D students. Islamic Journal of Integrated Science Education (IJISE), 3(2), 37–50. https://doi.org/10.30762/ijise.v3i2.3397

McMillan, J. H. (2024). Classroom assessment: Principles and practice that enhance student learning and motivation (Eighth edition). Pearson Education, Inc.

Moore, K., & Craciun, G. (2024). Learning styles in the flipped classroom. Marketing Education Review, 34(3), 187–200. https://doi.org/10.1080/10528008.2024.2319742

Morris, T. H. (2020). Experiential learning – a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279

Mumford, A. (with Honey, P.). (2006). The learning styles (Rev. ed). Peter Honey Publications Ltd.

Mustikasari, V. R., Yulianti, E., & Astary, M. Y. (2022). Science learning integrated with web-based formative assessments to improve students’ understanding of concept. 070005. https://doi.org/10.1063/5.0112294

Newton, P. M., & Miah, M. (2017). Evidence-based higher education – is the learning styles ‘myth’ important? Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00444

Özdeniz, Y., Aktamış, H., & Bildiren, A. (2023). The effect of differentiated science module application on the scientific reasoning and scientific process skills of gifted students in a blended learning environment. International Journal of Science Education, 45(10), 827–849. https://doi.org/10.1080/09500693.2023.2175627

Özgelen, S. (2012). Students’ science process skills withina cognitive domain framework. EURASIA Journal of Mathematics, Science and Technology Education, 8(4). https://doi.org/10.12973/eurasia.2012.846a

Rahmani, R., Abbas, M., & Alahyarizadeh, G. (2013). The effects of peer scaffolding in problem-based gaming on the frequency of double-loop learning and performance in integrated science process skills. Procedia - Social and Behavioral Sciences, 93, 1994–1999. https://doi.org/10.1016/j.sbspro.2013.10.154

Roberts, J. L., & Inman, T. F. (2022). Strategies for differentiating instruction: Best practices for the classroom (4 ed.). Routledge. https://doi.org/10.4324/9781003330561

Salmon, G. (2019). May the fourth be with you: Creating education 4.0. Journal of Learning for Development, 6(2). https://doi.org/10.56059/jl4d.v6i2.352

Siregar, N. F., Sriyati, S., & Amprasto. (2023). Implementation of dialogic teaching through concept cartoon worksheets to improve high school students’ science process skills. Jurnal Penelitian Pendidikan IPA, 9(8), 5816–5826. https://doi.org/10.29303/jppipa.v9i8.3767

Su, K.-D. (2020). A study of argumentation-based science concept mapping teaching approach in identifying students’ learning performances towards scientific process skills. Interdisciplinary Journal of Environmental and Science Education, 16(4). https://doi.org/10.29333/ijese/8544

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd edition). ASCD.

Wardani, K., & Darmawan, P. (2024). Pembelajaran berdiferensiasi sebagai pendekatan keragaman peserta didik untuk memenuhi target kurikulum. Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran, 3(2), 165–171. https://doi.org/10.21776/ub.jcerdik.2024.003.02.07

Widoyoko, S. E. P. (2009). Evaluasi program pembelajaran: Panduan praktis bagi pendidik dan calon pendidik. Pustaka Pelajar.

Yotta, E. G. (2023). Accommodating students’ learning styles differences in English language classroom. Heliyon, 9(6), e17497. https://doi.org/10.1016/j.heliyon.2023.e17497

DOI: http://dx.doi.org/10.20527/bipf.v13i2.20749