Literature Review: Pembelajaran Berdiferensiasi terhadap Hasil Belajar Peserta Didik

Abstract

This study aims to evaluate existing literature reviews on the use of differentiated instruction to improve student learning outcomes. This research employs a literature review method by analyzing previous studies on differentiated instruction and its impact on student learning outcomes. The data sources used include journal articles published within the last five years, from 2020 to 2024, to ensure relevance. The findings indicate that differentiated instruction has been proven effective in enhancing student learning outcomes. Differentiated instruction improves student learning outcomes through the classification of students’ abilities, the development of varied materials tailored to students' competencies, and individualized approaches. The improvement in learning outcomes through differentiated instruction is evident from increased enjoyment, enthusiasm, and motivation among students in understanding learning materials, which are also influenced by internal and external factors. Differentiated instruction can be effectively implemented and addresses classroom learning challenges faced by teachers by fulfilling students' needs in terms of learning readiness, learning profiles, and interests. Differentiated instruction in terms of content, process, and product has also been shown to enhance student engagement, foster creativity, and improve learning outcomes.