Implementasi Pembelajaran Berdiferensiasi pada Fisika Berbasis STEM Materi Energi Kelas X

Abstract

The diversity of students' characteristics requires teachers to implement learning approaches that accommodate individual learning needs. One approach that can address this challenge is differentiated instruction integrated with the Science, Technology, Engineering, and Mathematics (STEM) approach. This study aimed to describe the implementation of STEM-based differentiated instruction and examine its effect on students' learning motivation in the topic of energy for tenth-grade students. The study employed a quasi-experimental method with a one-group pretest-posttest design. The participants consisted of 30 tenth-grade students from SMA Negeri 7 Malang selected using the cluster random sampling technique. Data were collected through classroom observations, questionnaires, and interviews and analyzed descriptively. The results revealed that students had diverse learning styles, consisting of kinesthetic (40%), auditory (30%), and visual (28%) learners. Based on these characteristics, differentiated instruction was implemented through content, process, and product differentiation integrated with STEM activities, including group discussions, alternative energy projects, presentations, and the use of various learning media. The findings indicated that students' learning motivation improved across all indicators, with an average increase of 28%, from 50% before instruction to 78% after instruction. The highest improvement was observed in the attention indicator, while the lowest was found in the engagement indicator. These findings suggest that STEM-based differentiated instruction provides a more active, contextual, and meaningful learning experience, thereby contributing to improved learning motivation in physics.