Development of Differentiated Learning Model Based on Interests and Learning Styles on Problem Solving Abilities in The Kindergarten

DOI

10.2991/978-2-38476-210-1_21How to use a DOI?

Keywords

Differentiated learning; interests; learning styles; problem solving

Abstract

This study aims to determine the level of need, design description, validity, practicality, and effectiveness of interest-based differentiated learning models and learning styles on problem-solving abilities in kindergarten. Data collection techniques are carried out through observation, interviews, and questionnaires. Data analysis techniques are carried out using descriptive and inferential data analysis. The research procedure uses 4D (Define, Design, Develop, and Disseminate) with the research subjects of teachers and learners. The description of the results of the needs analysis shows that teachers need a differentiated learning model based on interests and learning styles that are practical and effective. The design description in the form of a teaching model book has been improved based on input from expert validators and practitioners and produces differentiated learning models based on interests and learning styles in kindergarten that can be used in stimulating problem-solving skills in kindergarten. The average content and device validity test results of the category are “very valid,” so the differentiated learning model based on interests and learning styles on problem-solving abilities in kindergarten is declared valid. The results of the practicality test through teacher response questionnaires and observation instruments of the average model implementation showed a very good category, with an average percentage of implementation of each aspect of 95% from five meetings so that the learning model differentiated based on interests and learning styles on problem-solving abilities in kindergarten was declared practical. The effectiveness test results began with an analysis of pretest and post-test score data, which showed an increase from the category “did not appear” to “appeared.” The data obtained were then tested by Mcnemar, after which a hypothesis test was carried out, which showed that there was an influence of interest-based differentiated learning models and learning styles on problem-solving abilities in kindergarten, and then the results of the N Gain test showed that interest-based differentiated learning models and learning styles were “effective” to problem-solving abilities in kindergarten.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Syamsuardi Syamsuardi
AU  - Patta Bundu
AU  - Muhammad Irfan
AU  - Hajerah Hajerah
AU  - Sadaruddin Sadaruddin
PY  - 2024
DA  - 2024/02/08
TI  - Development of Differentiated Learning Model Based on Interests and Learning Styles on Problem Solving Abilities in The Kindergarten
BT  - Proceedings of the 2nd International Conference of Science and Technology in Elementary Education (ICSTEE 2023)
PB  - Atlantis Press
SP  - 250
EP  - 264
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-210-1_21
DO  - 10.2991/978-2-38476-210-1_21
ID  - Syamsuardi2024
ER  -