Pengaruh Strategi Pembelajaran Berdiferensiasi terhadap Hasil Belajar Siswa pada Materi Sel di SMA La Tansa 1

Abstract

This study aimed to analyze the effect of differentiated learning strategies on students' learning outcomes in the topic of cell biology at SMA La Tansa 1. Differentiated instruction is a learning strategy designed to accommodate students' readiness levels, interests, and learning profiles, enabling each student to achieve optimal learning outcomes. This study employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The sample consisted of two eleventh-grade classes selected through purposive sampling. The experimental class received differentiated instruction, while the control class was taught using conventional methods. The research instrument was a 30-item multiple-choice achievement test that had been validated and tested for reliability. Data were analyzed using normality tests, homogeneity tests, N-Gain analysis, and Independent Sample t-tests at a significance level of 0.05. The results showed that the experimental class achieved a higher posttest mean score than the control class. The N-Gain score of the experimental class was categorized as moderate to high, while that of the control class was moderate. The t-test indicated a significance value of p < 0.05, demonstrating that differentiated instruction significantly affected students' learning outcomes in cell biology. Therefore, differentiated instruction can be considered an effective alternative strategy to improve biology learning outcomes in senior high schools.