Transforming Learning Experiences: Student Perspectives on Differentiated Learning in Guided Inquiry
DOI:
https://doi.org/10.72204/sgnke455Keywords:
Differentiated Learning, Guided Inquiry , Student PerspectivesAbstract
The enhancement of critical thinking abilities and student involvement can be achieved through the use of differentiated learning and guided inquiry. With the use of questionnaires, this study intends to assess students' critical thinking abilities and provide an explanation of varied learning in guided inquiry. The research design was a one-group pretest-posttest. The paired t-test and n-gain were used to assess the test findings. The paired t-test of less than 0.001 and the n-gain of 0.8 with strong improvement requirements both demonstrated an improvement in the critical thinking abilities of the pupils. The learning process using a differentiated learning model in guided inquiry learning was also responded very well by students with 63% of statements mode 4 with the category strongly agree and 57% of statements mode 3 with the category agree. Based on this, it can be concluded that the majority of students felt the benefits and convenience in following the learning process applied, as well as feeling more challenged and motivated to develop their critical thinking skills. With the results obtained from this study, it is expected that the differentiated learning approach in guided inquiry can be implemented more widely to improve the quality of education and students' critical thinking skills.
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