Research Article
Development and Validation Design of Differentiated Instruction Based Learning Style of Fifth Grade Science Learning
@INPROCEEDINGS{10.4108/eai.19-7-2021.2312781, author={Azizah Nurul Hayati and Subuh Anggoro and Firdaus Ulfah Nur Azizah}, title={Development and Validation Design of Differentiated Instruction Based Learning Style of Fifth Grade Science Learning}, proceedings={Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ICONESS}, year={2021}, month={11}, keywords={differentiated instruction learning style scientific}, doi={10.4108/eai.19-7-2021.2312781} }- Azizah Nurul Hayati
Subuh Anggoro
Firdaus Ulfah Nur Azizah
Year: 2021
Development and Validation Design of Differentiated Instruction Based Learning Style of Fifth Grade Science Learning
ICONESS
EAI
DOI: 10.4108/eai.19-7-2021.2312781
Abstract
Differentiated Instruction was first developed by Carol Ann Tomlinson. Differentiated Instruction (DI) is a way of thinking. The purpose of this study was to determine the development of scientific-based designs for students' learning styles and to know the application of scientific-based methods to students' learning styles in science learning in class V of Elementary Schools, Banyumas District.Differentiated Instruction learning in its application, all students can still learn in one class even though the level of ability of each student is different but still have the same final goal or learning outcomes. This research methodology used was R&D with the ADDIE method. The hypothesis of this research is that the scientific-based differentiated instruction development design affects learning styles.The result is a lesson implementatation plan based on student learning style. Then, this approach has improved.