Judul : My Learning Journal Module 1 General Teaching and Assessment PPG Ministry of Religious Affairs Indonesian Language Grade 7 MTs
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My Learning Journal Module 1 General Teaching and Assessment PPG Ministry of Religious Affairs Indonesian Language Grade 7 MTs
Best for you Below is an example of Module 1, Learning Journal and Assessment (General) for PPG Kemenag 2025.
Deep Learning and Assessment (General) Module 1: Designing Differentiated Instruction
In this article, we will discuss student feedback on differentiated learning journals in the subject of Indonesian Language for 7th grade MTs.
My Learning Journal Module 1 Teaching and Assessment (General) PPG Kemenag 2025 can be a learning reference for Mr./Mrs. Teachers who are following PPG.
A. Background
As an educator at MTs. Ittihaad Al-Umam Egok, I realize that each student has unique and different learning needs.
This difference includes learning style, interests, initial level of understanding, as well as social and cultural background.
Homogeneous learning often fails to accommodate this diversity, thus potentially hindering the maximum development of each student's potential.
Therefore, I feel motivated to explore and implement a more personalized and responsive learning approach to meet the individual needs of students.
Differentiated learning becomes an attractive option because this approach focuses on adjusting the learning process, content, product, and learning environment according to students' learning needs.
I had the opportunity to design and implement differentiated learning in a relevant and strongly related context to improve learning achievements in a context suitable for students' needs.
Differentiated learning becomes a strategic step to facilitate diversity in the class and promote the creation of an inclusive learning environment.
Therefore, I chose to design and implement differentiated learning in the Indonesian language subject for 7th grade at MTs. Ittihaad Al-Umam Egok, by integrating the principles of deep learning and common assessment.
B. Differentiated Learning Concept
1. Definition
Differentiated instruction is a teaching approach that acknowledges and responds to individual differences among students.
The teacher actively adjusts various aspects of learning to maximize each student's learning growth.
Differences do not mean providing random different treatment, but rather offering appropriate support and challenges according to the specific needs of each student.
2. Purpose
The main purpose of differentiated learning is:
a. Maximizing the learning potential of each student by providing relevant and challenging learning experiences.
b. Enhancing students' motivation and participation in the learning process because they feel valued and their needs are accommodated.
c. Helping individuals gain a deeper and more meaningful understanding, as the content and learning process are tailored to learning styles, interests, and students.
3. Differentiated Learning Components
In general, there are four main aspects that can be differentiated in learning.
a. Content: The subject matter taught to students. Differentiating content can be done by adjusting the complexity level of the material, the learning resources used, or the way information is delivered.
b. Process. Activities and strategies used by students to understand and master the subject matter. Differentiation of the process can be done by providing various learning activities suitable for students' learning styles, interests, and readiness levels.
c. Product: Student work or performance that demonstrates their understanding of the subject matter. Differentiation of products can be done by providing options such as reports, presentations, posters, or projects that match students' interests and abilities.
d. Learning Environment: The arrangement and condition of the class that supports the learning process. Differentiating the learning environment can be done by arranging the class location, providing various learning resources, and creating a safe and collaborative atmosphere.
C. Differentiated Learning Plan for the Indonesian Language Subject in Class 7 MTs. Ittihaad Al-Umam Egok
Name: SABLI, S.Pd
Institution: MTS. ITTHIAAD AL-UMAMEGOK
Face/Class: D/7
Subject: Cultural Diversity of Indonesia
1. Learning Objectives
a. Learning Outcomes (General):
At the end of phase D (grade VII), students have an understanding of rights and responsibilities as citizens, the government system, and social interactions in society. They also understand technological developments and their impact on human life.
b. Learning Objectives (For specific learning units, for example: Diversity of Indonesian Culture):
1. Students can identify various forms of cultural diversity present in Indonesia (for example, clothing, traditional houses, traditional weapons, dances, songs, food).
2. Students can explain the benefits of cultural diversity for the Indonesian nation.
c. Learning Objectives (LO) (For example, the unit on Cultural Diversity of Indonesia)
1. Observing images/videos about various Indonesian cultures.
2. Q&A about cultural diversity and his experience interacting with differences.
3. Searching for information about various forms of cultural diversity through various sources (books, internet, interviews).
4. Grouping the obtained information based on the type of cultural diversity.
5. Analyzing the benefits of cultural diversity for the Indonesian nation.
6. Presenting the analysis results in various forms (e.g., mind maps, infographics, presentations).
7. Reflecting on the attitude that needs to be developed in facing cultural diversity.
2. Assessment
a. Initial Assessment (Diagnostic)
1. Non-cognitive. Conduct a brief survey on students' interest in the topic of Buddhist culture, preferred learning styles (visual, auditory, kinesthetic), and their experiences interacting with cultural differences.
2 Cognitive: Giving oral questions or short quizzes about students' knowledge regarding cultural diversity in Indonesia (for example, mentioning some examples of cultures they know)
b. Final Assessment (Summative)
1 Student Product: Students can choose to produce a product that demonstrates their understanding of cultural diversity, such as.
a. Creating a mind map or infographic about the types of cultural diversity and its benefits
b. Writing a short story or poem about the experience of facing cultural differences.
c. Making a presentation (individual or group) about one of the cultures in Indonesia.
d. Designing a simple project that promotes understanding of cultural diversity in school
2. Performance: Observing students' participation in group discussions and their ability to present their work results.
3. Learning Activities
a. Introduction (15 minutes)
1. The teacher starts the lesson by greeting and inviting students to pray.
2. The teacher conducts an introduction by displaying an engaging image or short video about the cultural diversity of Indonesia (for example, cultural festivals, various traditional costumes).
3. The teacher conveys the learning objectives to be achieved.
4. The teacher conducts an initial non-cognitive assessment verbally or using a brief form.
5. The teacher connects the material to be learned with students' daily experiences
b. Inti (50 minutes):
1. Content Differentiation:
a. For students who have a high interest and initial understanding of the subject, the teacher provides more challenging and complex learning resources (for example, news articles, reference books about culture).
b. For students who need more support, the teacher provides simpler and easier to understand materials.
c. Differentiation is also carried out based on learning style preferences (for example, visual, auditory, kinesthetic groups).
2. Process Differentiation:
a. Students are divided into several groups
b. Each group is given a different task or options for learning the material
Visual Group. Analyzing images and videos about cultural diversity, creating visual concept maps.
Auditory Group: Listening to the teacher's explanation, discussing in groups, interviewing sources (if possible).
Kinesthetic Group: Making a simple model of a traditional house, practicing simple dance movements, role-playing about cultural interactions.
c. The teacher facilitates and guides each group in their learning process.
c. Conclusion (15 minutes):
a. The teacher facilitates a session where groups share their work results.
b. Students and teachers together draw conclusions about the material they have studied.
c. The teacher provides reinforcement and feedback on the students' work.
d. The teacher conveys information about the next learning activity
e. The teacher ends the lesson by inviting students to pray and greet each other.
D. Conclusion
This differentiated learning plan is expected to accommodate the diverse learning needs of class 7 MTs. Ittihaad Al-Umam Egok students in the Indonesian language subject, especially on the topic of Indonesian cultural diversity.
By adjusting the content, process, and learning products, it is hoped that each student can learn optimally and achieve a deep understanding.
Initial assessment helps identify students' needs, while final assessment provides students with an opportunity to demonstrate their understanding through various methods suitable for their interests and abilities.
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