Implementasi Pembelajaran Berdiferensiasi Berbasis Deep Learning untuk Meningkatkan Literasi Siswa di UPT SDN 1 Gandangbatu Sillanan

Kala’lembang, Herliwati (2026) Implementasi Pembelajaran Berdiferensiasi Berbasis Deep Learning untuk Meningkatkan Literasi Siswa di UPT SDN 1 Gandangbatu Sillanan. Masters thesis, Institut Agama Kristen Negeri Toraja.

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Abstract

Penelitian ini bertujuan mengevaluasi implementasi pembelajaran berdiferensiasi berbasis Deep Learning dalam meningkatkan literasi siswa kelas V di UPT SDN 1 Gandangbatu Sillanan. Latar belakang penelitian berangkat dari rendahnya capaian literasi yang ditunjukkan oleh data asesmen nasional dan hasil belajar sehari-hari. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan pendekatan kualitatif - kuantitatif. Subjek penelitian adalah siswa kelas V, dengan fokus pada penerapan strategi pembelajaran yang menyesuaikan konten, proses, dan produk sesuai kesiapan, minat, serta profil belajar siswa. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berdiferensiasi berbasis Deep Learning dengan pilar Mindful, Meaningful, dan Joyful mampu meningkatkan keterampilan literasi, baik dalam membaca lancar, memahami teks/bacaan, mengakses informasi, menginterpretasi bacaan, serta menuliskan kembali informasi dengan struktur yang benar. Peningkatan terlihat dari skor pretest posttest serta motivasi dan keterlibatan siswa dalam pembelajaran. Kesimpulan menegaskan bahwa pembelajaran berdiferensiasi berbasis Deep Learning efektif meningkatkan literasi siswa sekolah dasar dan dapat menjadi acuan bagi guru serta pemangku kebijakan pendidikan. Kata Kunci: Pembelajaran Berdiferensiasi, Deep Learning, Literasi, Sekolah Dasar. ABSTRACT This study aims to evaluate the implementation of differentiated learning based on Deep Learning in enhancing literacy among fifth grade students at UPT SDN 1 Gandangbatu Sillanan. The background of the research stems from the low literacy achievement indicated by national assessment data and daily learning outcomes. The method employed is Classroom Action Research (CAR) with a qualitative–quantitative approach. The research subjects are fifth grade students, focusing on the application of learning strategies that adjust content, process, and product according to students’ readiness, interests, and learning profiles. The findings reveal that the implementation of differentiated learning based on Deep Learning, through the pillars of Mindful, Meaningful, and Joyful, successfully improves literacy skills, including fluent reading, text comprehension, information access, text interpretation, and rewriting information with proper structure. Improvements are evident from pretest–posttest scores as well as students’ motivation and engagement in learning. The conclusion emphasizes that differentiated learning based on Deep Learning is effective in improving elementary students’ literacy and can serve as a reference for teachers and educational policymakers. Keywords: Differentiated Learning, Deep Learning, Literacy, Elementary School.

Item Type: Thesis (Masters)
Subjects: L Education > LB Theory and practice of education
Depositing User: am andarias m.
Date Deposited: 09 Aug 2026 20:08
Last Modified: 10 Aug 2026 14:19
URI: http://digilib-iakntoraja.ac.id/id/eprint/5721

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