PEMBELAJARAN BERDIFERENSIASI DENGAN STRATEGI ONE-TO-ONE SCAFFOLDING SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR
DOI:
https://doi.org/10.30659/jp-sa.6.3.662-672Kata Kunci:
Kata Kunci, pembelajaran berdiferensiasi, one-to-one scaffolding, kemampuan membaca permulaan, literasiAbstrak
Penelitian ini menganalisis pengaruh pembelajaran berdiferensiasi dengan strategi one-to-one scaffolding terhadap kemampuan membaca permulaan siswa sekolah dasar. Penelitian dilakukan di SD Negeri 017 Sepaku dengan 28 siswa kelas 1, menggunakan pendekatan kualitatif dan desain studi kasus. Data dikumpulkan melalui observasi, wawancara, dan tes kemampuan membaca. Hasil menunjukkan bahwa penerapan pembelajaran berdiferensiasi dan one-to-one scaffolding meningkatkan kemampuan membaca permulaan, tercermin dari peningkatan skor pre-test dan post-test serta rasa percaya diri siswa. Temuan ini mendukung teori Zone of Proximal Development (ZPD) Vygotsky, yang menekankan pentingnya interaksi guru-siswa. Rekomendasi penelitian ini adalah penerapan teknik scaffolding yang lebih personal untuk mempercepat perkembangan literasi siswa. Penelitian ini terbatas pada ukuran sampel kecil dan durasi pendek, sehingga penelitian lanjutan dengan sampel lebih besar dan pengukuran jangka panjang sangat diperlukan.
This study analyzes the effect of differentiated learning with a one-to-one scaffolding strategy on the early reading skills of elementary school students. The research was conducted at SD Negeri 017 Sepaku with 28 first-grade students, using a qualitative approach and case study design. Data were collected through observations, interviews, and reading ability tests. The results show that the implementation of differentiated learning and one-to-one scaffolding improved early reading skills, as reflected in the increase in pre-test and post-test scores, as well as students' self-confidence. These findings support Vygotsky's Zone of Proximal Development (ZPD) theory, which emphasizes the importance of teacher-student interaction. The study recommends the application of more personalized scaffolding techniques to accelerate students' literacy development. This study is limited by a small sample size and short duration, thus further research with a larger sample and long-term measurement is needed.
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