Analysis of Student Self-Regulation in Differentiated Learning with Atomic Model Material: A Case Study of Junior High School Students
DOI:
https://doi.org/10.21831/jser.v9i2.70748Keywords:
differentiated learning, self-regulation, studentAbstract
Differentiated learning is one of the learning strategies that can be applied to the Kurikulum Merdeka. This approach is expected to maximize individual progress and create a more positive learning experience. This research aims to determine the profile of students' self-regulation and its relationship to the application of a differentiated learning approach. There were 135 research subjects obtained through a purposive sampling technique with the criteria being that students received learning using a differentiated approach to atomic material models. Data collection used research instruments adapted from the Learning and Study Strategies Inventory (LASSI) to measure students' self-regulation, as well as formative assessment scores to determine the scores resulting from the differentiated approach to atomic material models. Based on descriptive analysis and correlation tests using Pearson's product-moment correlation analysis techniques, the results showed that there was no significant positive relationship between the application of a differentiated approach to student self-regulation (p > 0.05 and r = 0.012). However, the self-regulation variable shows a score in the quite good category of 6.67% and the good category of 93.33%. This shows that students' self-regulation profiles tend to be at a good level.
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