Modifikasi Modul Ajar Sesuai Prinsip Pembelajaran Berdiferensiasi untuk Jenjang SMP

Main Ideas & Concepts Conveyed

• Purpose: The video guides teachers on how to modify teaching modules for junior high school (SMP) using the principles of differentiated learning.

• Why modify modules: Teachers should not focus on only one aspect of student work (e.g., incorrect answers due to carelessness). Instead, they should consider:

  • Learning process/behavior (e.g., students not careful → wrong answers)
  • Concept understanding (e.g., students don’t understand the concept → can’t solve problems)
  • Learning styles (e.g., kinesthetic students not facilitated → affects how they receive materials)

• Principle emphasized: Regardless of students’ different competences, teachers must develop strategies that are adjusted to:

  • different student abilities/needs
  • students’ developmental stage

Rule/approach of differentiated learning: Teachers can modify content, process, and product. This example focuses specifically on modifying the process and product, especially the assessment section.

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Methodology / Step-by-Step Instructions (Detailed)

A. Use Diagnostic Assessment to Map Student Abilities

From diagnostic assessment results, teachers should:

• readjust learning plans
• facilitate students according to their needs
• avoid a “one-size-fits-all” approach

B. Identify Differentiation Targets in the Teaching Module

This example specifically modifies:

• Process (how students learn and interact during activities)
• Product / assessment (what students produce and how tasks differ)

C. Implement Differentiation Through Grouping and Tailored Roles/Tasks (Example Workflow)

1. Group students into categories (three groups)

   • Students are grouped into 3 categories based on diagnostic assessment (understanding levels).

2. Arrange group structure

   • The teacher organizes students into:
     • one large group
     • and several small groups
   • Grouping is based on the three categories of understanding.

3. Pair students with different categories

   • Each student is paired with another student from a different category (peer mix).

D. Provide Category-Based Support and Learning Materials

• For Category 1 students (higher understanding / more capable)

  • They take the role of resource persons for their peers.
  • They may ask the teacher if they need help explaining.
  • The teacher prepares:
    • a special session
    • additional materials when needed
  • Example adjustment:
    • Category 1 receives longer, more complex texts with more in-depth material.

• For Category 2 and Category 3 students

  • The teacher acts mainly as a facilitator during group learning.
  • Category 3 receives special assistance to strengthen understanding of sentence types, specifically:
    • factual sentences
    • opinion sentences
    • explanatory sentences

E. Differentiate Learning Materials and Task Choices

• The teacher provides a variety of texts matched to diagnostic results:
  • Category 1: longer/more complex, deeper content
  • Category 2 and 3: shorter texts with familiar wording
• Students are given choice to complete argumentative text tasks with different difficulty levels.

F. Differentiate Assessment/Product by Task Difficulty (Example: Writing Argumentative Texts)

• Category 1: write argumentative texts with 4–5 paragraphs
• Category 2: write argumentative texts with 3 paragraphs
• Category 3: write argumentative texts with 2 paragraphs

G. Practical Takeaway for Teachers

• Modifications should be based on:
  • student needs
  • class conditions
  • teacher considerations
• Teachers can:
  • adjust from existing teaching modules
  • or create their own if needed
• If teachers face obstacles, they should seek help or learn together with other teachers.

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Example Used in the Video (Teaching Module Case)

• Subject: Indonesian language
• Topic: Writing argumentative texts
• Reason for differentiation: students have categories of abilities
• Where modifications occur: mainly in the assessment section, including:
  • group roles (resource person)
  • material length/complexity
  • task difficulty (number of paragraphs)

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Speakers / Sources Featured

• No specific individual speakers are named in the subtitles.
• Only general references appear (e.g., “teachers”).
• The only clear named/non-person element is:
  • [Music] (background music cue; not a person)