Implementasi Model Problem-Based Learning dengan Pendekatan Berdiferensiasi Berbasis Kemampuan Awal Siswa dan Teori Zone of Proximal Development (ZPD) untuk Meningkatkan Keaktifan Belajar di Kelas X TJKT SMK Negeri 1 Sukoharjo
DOI:
https://doi.org/10.20961/ijolii.v3i1.1888Keywords:
Problem-Based Learning, PBL, Differentiated Instruction, Zone of Proximal Development, ZPDAbstract
This study aims to examine the effectiveness of implementing Problem-Based Learning (PBL) combined with differentiated instruction and the Zone of Proximal Development (ZPD) in enhancing student engagement in Grade 10 Technical Vocational High School students at SMK N 1 Sukoharjo. This quantitative research employed observation and questionnaire as research instruments. The results showed a significant increase in student engagement after the implementation of the learning model. The increase occurred in various aspects, such as active participation in discussions, independent task completion, and positive attitudes during the learning process. The combination of PBL, differentiated instruction, and ZPD proved effective in creating a more interactive and motivating learning environment for students. This study suggests the need for further research to expand the implementation of this learning model in various educational contexts.
References
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publication.
Dixon, L. &. (2014). Home Language and Literacy Practices Among Immigrant Second-lLanguage Learners. Journal Cambridge University Press, 47, No. 4 ,414-449.
Fajarwati, I. (2020). Problem-Based Learning PBL) to Improve Critical Thinking Skills. In Social, Humanities, and Educational Studies (SHES): Conference Series (pp. 3(3), 2238–2243). https://jurnal.uns.ac.id/shes.
Ghiffar, M. A. N., Nurisma, E., Kurniasih, C., & Bhakti, C. P. (2018). Model Pembelajaran Berbasis Blended Learning dalam Meningkatkan Critical Thinking Skill untuk Menghadapi Era Revolusi Industri 4.0. In Prosiding Seminar Nasional STKIP Andi Matappa Pangkep, (pp. Vol. 1, No. 1, pp. 85-94).
Hmelo-Silver, C. E. (2019). Problem design in PBL. Wiley.
Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21: Kunci Sukses Implementasi Kurikulum 2013. Bogor: Ghalia Indonesia.
K. Shabani, M. K. (2010). Vygotsky‟s Zone of Proximal Development: Instructional Implications and Teachers‟ Professional Development. English Lang. Teach, vol. 3, no. 4, pp. 237–248.
Loyens, S. J. (2015). Problem-Based Learning as A Facilitator of Conceptual Change. Learning and Instruction, 38, 34–42.
Mayasari, A. O. (2022). Implementasi Model Problem-Based Learning (PBL) dalam Meningkatkan Keaktifan Pembelajaran. Jurnal Tahsinia, 3(2):167–75.
Mulbar, U. B. (2018). Penerapan Model Pembelajaran Berbasis Masalah dengan Strategi Pembelajaran Diferensiasi pada Peserta Didik Kelas VIII. Issue in Mathematics Education (IMED), 1(1), 1–6.
Perdana, S. A. (2015). Penggunaan Metode Problem-Based Learning Berbantuan Media Audio Visual untuk Meningkatkan Hasil Belajar Matematika Siswa Sekolah Dasar. Jurnal Pendidikan Dasar , 4(2), 73–78.
Saputra, A. N. (2019). Perbandingan Kemampuan Koneksi Matematis Melalui Model Pembelajaran Conecting Organizing Reflecting Extending (Core) dengan Model Pembelaajaran Konvensional. Jurnal Pendidikan Matematika.
Shabani, K. K. (2020). The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review. Technology, Knowledge and Learning, 25(3), 587-612.
Strijker, D. B. (2020). Research methods in rural studies: Qualitative, Quantitative, and Mixed Methods. Journal of Rural Studies.
Sukamti. (2019). Innovation of project base learning (PjBL) on outdoor study for PGSD’s. International Journal of Innovation, Creativity, 5(5), 546–561.
Tomlinson, C. A. (2014). Assessment in a Differentiated Classroom. Proven Programs in Education: Classroom Management and Assessment, 1-5.
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms (3rd ed.). Alexandria: VA: Association for Supervision and Curriculum Development.
Wijnen, M. S. (2017). Students and Teachers Expeeriences with The Implmentation of Problem-Based Learning at a University Law School. The Interdisiplinary Journal of Problem-Based Learning, Volume 11 Issue 2.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Puruhita Mega Pawitra, Cucuk Wawan Budiyanto, Joko Slamet Raharjo
This work is licensed under a Creative Commons Attribution 4.0 International License.
