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Submitted
July 8, 2023
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August 2, 2023
Published
August 7, 2023
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Abstract

Seringkali terjadi masalah dalam sistem pembelajaran PAUD. Pembelajaran yang dilakukan cenderung tidak berdiferensiasi atau tidak mempertimbangkan perbedaan individual anak-anak. Pembelajaran yang berdiferensiasi memiliki hubungan yang erat dengan pencapaian perkembangan anak, khususnya dengan kemampuan literasi baca, tulis, dan numerasi pada anak. Ketika pembelajaran berdiferensiasi dapat diimplementasikan dengan baik, akan ada pengakuan dan pemberian perhatian terhadap perbedaan individu di antara anak-anak. Hal ini memungkinkan guru untuk merespons kebutuhan dan karakteristik belajar setiap anak secara khusus. Penelitian ini bertujuan untuk mengeksplorasi pengaruh pembelajaran dengan pendekatan diferensiasi terhadap kemampuan literasi baca, tulis, dan numerasi pada anak usia dini kelompok B di TK Plus Baetussalam Garut. Jenis penelitian yang digunakan adalah penelitian kuantitatif. Responden terdiri dari 18 anak usia dini kelompok B. Data diambil dengan angket pembelajaran pendekatan diferensiasi dan kemampuan literasi baca, tulis, dan numerasi setelah intervensi. Berdasarkan hasil uji regresi sederhana, nilai signifikansi <0,05, sehingga hipotesis diterima, yaitu ada pengaruh positif pembelajaran pendekatan diferensiasi terhadap kemampuan literasi baca dan tulis siswa. Anak-anak yang mendapatkan pembelajaran dengan pendekatan diferensiasi mengalami peningkatan yang signifikan dalam kemampuan literasi baca, tulis, dan numerasi dengan nilai regresi Y=16.331+0,259X. Pendekatan diferensiasi dalam pembelajaran memungkinkan guru untuk memenuhi kebutuhan individual setiap anak dalam kelas. Dengan memperhatikan gaya belajar, minat, dan tingkat perkembangan anak, guru dapat menyusun strategi pembelajaran yang sesuai untuk masing-masing individu. Hal ini menciptakan lingkungan yang inklusif dan memberikan peluang yang lebih besar bagi setiap anak untuk mencapai potensinya secara optimal. Selain itu, pembelajaran dengan pendekatan diferensiasi juga meningkatkan motivasi dan partisipasi aktif anak-anak dalam proses pembelajaran. Berdasarkan temuan ini, disarankan agar pendekatan diferensiasi diterapkan secara lebih luas dalam pembelajaran anak usia dini. Guru dan pendidik harus dilengkapi dengan pengetahuan dan keterampilan yang diperlukan untuk mengadopsi pendekatan ini secara efektif.

Keywords

Abstract: This study aims to study the effect of learning with a differentiation approach on literacy skills in reading, writing, and numeracy in group B early childhood at Kindergarten Plus Baetussalam. This type of research used is quantitative research. The research respondents consisted of 18 group B early childhood children at Kindergarten Plus Baetussalam. Data collection was carried out by offering a questionnaire about learning the differentiation approach and literacy skills in reading, writing, and numeracy after the intervention. The questionnaire used met the validity and reliability tests. Data analysis using simple regression analysis. Based on the results of the simple regression test, the significance value is <0.05, so the hypothesis is accepted, namely, there is a positive learning effect of the differentiation approach on students' reading and writing literacy skills. Children who received learning with a differentiation approach experienced a significant increase in literacy, writing, and numeracy with a regression value of Y=16,331 0.259X. The differentiation approach to learning allows the teacher to meet the individual needs of each child in the class. By paying attention to the learning styles, interests, and developmental levels of children, teachers can develop appropriate learning strategies for each individual. This creates an inclusive environment and provides greater opportunities for every child to reach their optimal potential. In addition, learning with a differentiation approach also increases children's motivation and active participation in the learning process. Based on these findings, it is suggested that the differentiating approach be applied more broadly in early childhood learning. Teachers and educators must be equipped with the necessary knowledge and skills to adopt this approach effectively. Keywords: differentiating approach, literacy skills, early childhood pendekatan diferensiasi kemampuan literasi Anak Usia Dini

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Copyright (c) 2023 Enok Siti Kurniasih, Nita Priyanti

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How to Cite
Kurniasih, E. S., & Priyanti, N. (2023). Pengaruh Pendekatan Pembelajaran Diferensiasi Terhadap Kemampuan Literasi Baca, Tulis Dan Numerasi Pada Anak Usia Dini. Jurnal Ilmiah Potensia, 8(2), 398–498. https://doi.org/10.33369/jip.8.2.398-498
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