Rendahnya Self-Regulated Learning siswa pada pembelajaran sejarah di sekolah menjadi penghambat dalam mencapai suatu tujuan pembelajaran yang telah dirancang. Berdasarkan observasi yang dilakukan selama di kelas, menunjukkan bahwa pembelajaran di kelas masih berpusat pada guru yaitu guru menggunakan pendekatan pembelajaran konvensional dengan metode ceramah. Inovasi pembelajaran yang melibatkan siswa secara aktif terlibat dalam kegiatan yang dirancang sangat diperlukan untuk meningkatkan kemampuan Self-Regulated Learning mereka, salah satunya melalui pembelajaran berdiferensiasi berbasis Project-Based Learning. Penelitian ini dilakukan untuk membuktikan pengaruh pembelajaran berdiferensiasi berbasis Project-Based Learning terhadap Self-Regulated Learning siswa pada mata pelajaran sejarah kelas XI di SMAN 2 Trenggalek.
Penelitian ini menggunakan metode Quasi Experimental Design dengan Nonequivalent Control Group Design sebagai desain penelitian yang dipilih, jenis pretest-posttest control group design. Teknik pengambilan sampel menggunakan Purposive Cluster Sampling. Pengumpulan data penelitian ini menggunakan lembar observasi, tes, kuesioner respon siswa terhadap keterlaksanaan pembelajaran berdiferensiasi berbasis Project-Based Learning, dan kuesioner Self-Regulated Learning.
Hasilnya terdapat pengaruh pembelajaran berdiferensiasi berbasis Project-Based Learning terhadap Self-Regulated Learning siswa. Dengan data yang diperoleh dalam penelitian ini adalah nilai thitung (2.119) > ttabel (1.994) dan nilai signifikansi yaitu 0.038 < 0.05, maka pengambilan keputusan uji hipotesis dalam penelitian ini adalah Ha diterima dan H0 ditolak, sehingga dapat dikatakan bahwa terdapat Pengaruh Pembelajaran Berdiferensiasi berbasis Project-Based Learning terhadap Self-Regulated Learning Siswa pada Mata Pelajaran Sejarah Kelas XI di SMAN 2 Trenggalek.
Kata Kunci: Pembelajaran Berdiferensiasi, Project-Based Learning, Self-Regulated Learning
The low level of Self-Regulated Learning of students in history learning at school is an obstacle in achieving a learning goal that has been designed. Based on observations made during class, it shows that learning in the classroom is still teacher-centered, namely the teacher uses a conventional learning approach with the lecture method. Learning innovations that involve students actively involved in the designed activities are needed to improve their Self-Regulated Learning ability, one of which is through differentiated learning based on Project-Based Learning. This research was conducted to prove the effect of differentiated learning based on Project-Based Learning on students' Self-Regulated Learning in history subject of class XI at SMAN 2 Trenggalek.
This research used Quasi Experimental Design method with Nonequivalent Control Group Design as the chosen research design, pretest-posttest control group design type. The sampling technique used Purposive Cluster Sampling. The data collection of this study used observation sheets, tests, student response questionnaires to the implementation of differentiated learning based on Project-Based Learning, and Self-Regulated Learning questionnaires.
The result is that there is an effect of differentiated learning based on Project-Based Learning on students' Self-Regulated Learning. With the data obtained in this study is the value of tcount (2.119) > ttable (1.994) and the significance value is 0.038 <0.05, then the decision to test the hypothesis in this study is Ha accepted and H0 rejected, so it can be said that there is an Effect of Differentiated Learning based on Project-Based Learning on Self-Regulated Learning Students in History Subjects Class XI at SMAN 2 Trenggalek.
Keywords: Differentiated Learning, Project-Based Learning, Self-Regulated Learning