Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Motivasi Siswa pada Pembelajaran Fisika di SMAN 1 Situbondo

Abstract

This study was conducted to address the low motivation of students in learning physics, which often results from monotonous teaching focused on formulas, limited learning resources centered on worksheets and teacher explanations, and the lack of attention to students’ individual differences. The research aimed to examine how the implementation of differentiated learning could enhance students’ motivation in physics learning. This classroom action research was carried out in three stages: pre-cycle, cycle I, and cycle II, using a qualitative descriptive approach. The subjects were 35 students of class XI MIPA 3 at SMA Negeri 1 Situbondo. Data were collected through questionnaires and observations, categorizing students into five levels of learning motivation. The findings revealed a significant increase in student motivation after implementing differentiated learning, as shown by the rise in the “very high motivation” category from 0.00% in the pre-cycle to 11.43% in cycle I and 40% in cycle II, indicating greater enthusiasm and engagement in learning activities.