COMPARING STUDENTS’ INTEREST AND LEARNING OUTCOMES: DIFFERENTIATED LEARNING IN CONTENT VS PROCESS

  • Delfita Yulianti Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
  • Neldawati Neldawati Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
  • Robiatul Aminah Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
  • Arifmiboy Arifmiboy Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Keywords: Differentiated learning, Learning outcome, Students’ interest

Abstract

        The goal of this study is to compare students' interests and learning outcomes when using content and process differentiated learning. To determine the difference, experimental study utilizing a factorial design was used. The purposive samples for this study were students in grades XI F2 and XI F4 who picked English as an elective subject.  XI F2 was taught using differentiated learning in process, whereas XI F4 was taught using differentiated learning in content. A questionnaire was utilized to collect data on learning interests, and the data were analyzed using average calculations. Learning outcomes were analyzed using one-way ANOVA. Questionnaires and students' first and second semester learning outcome ratings were utilized as the research instrument for the study. The study found no significant difference in students’ interest and learning outcomes between differentiated content and process learning.  The result showed that both strategies are equally effective in engaging students and enhancing learning, resulting in similar outcomes. When both strategies were implemented with equal effort, their impacts were not be significantly different.  More study is required to look deeper into these findings. Future research could look into the specifics of how various student characteristics, interact with differentiated content and process learning.

 

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Published
2024-07-05
How to Cite
Yulianti, D., Neldawati, N., Aminah, R., & Arifmiboy, A. (2024). COMPARING STUDENTS’ INTEREST AND LEARNING OUTCOMES: DIFFERENTIATED LEARNING IN CONTENT VS PROCESS. ELP (Journal of English Language Pedagogy), 9(2), 205-215. https://doi.org/10.36665/elp.v9i2.950