Salmiati Br Pasaribu, Ricci Gemarni Tatalia, Rahayu Fitri

Implementation of Differentiation Strategy in Teaching Procedure Texts in Grade VII at MTsS Thawalib Padang

Introduction

Implementation of differentiation strategy in teaching procedure texts in grade vii at mtss thawalib padang. Examine differentiated instruction for Grade VII procedure texts at MTsS Thawalib Padang. Understand its planning, execution, and evaluation, boosting student understanding and motivation.

Abstract

Purpose – This study aims to analyze the implementation of differentiated instruction strategies in teaching procedure texts in Grade VII at MTsS Thawalib Padang. The research focuses on the planning, implementation, and evaluation of this strategy in adapting learning to the diversity of students' learning styles, interests, and needs. Methodology/approach – This study employs a qualitative approach with a case study strategy. Data is collected through interviews, observations, and documentation from teachers and Grade VII students. Data analysis techniques include data reduction, data presentation, and validation using triangulation to ensure the accuracy of findings. Findings – The research findings indicate that the differentiated instruction strategy is effective in enhancing students' understanding and motivation toward procedure texts. In the planning stage, this strategy adapts learning to student diversity while integrating Islamic values, fostering an inclusive learning environment. During implementation, teachers apply differentiation in content, methods, and learning products using active techniques such as discussions, demonstrations, and skill-based projects. In the evaluation stage, a reflective approach with formative and summative assessments allows teachers to adjust instructional strategies based on student feedback.

Review

This paper presents a focused and timely investigation into the implementation of differentiated instruction strategies for teaching procedure texts in Grade VII at MTsS Thawalib Padang. The study's clear purpose, which aims to analyze the planning, implementation, and evaluation of this strategy, is well-articulated, highlighting its relevance to adapting learning for diverse student needs. The methodological choice of a qualitative approach with a case study strategy, employing interviews, observations, and documentation from both teachers and students, is highly appropriate for gaining in-depth insights into a complex educational practice within a specific institutional context. The abstract effectively conveys the study's commitment to methodological rigor through the use of data reduction, presentation, and triangulation for validation, setting a strong foundation for the reported findings. The findings presented are particularly compelling, indicating that the differentiated instruction strategy is effective in enhancing students' understanding and motivation toward procedure texts. The abstract outlines a comprehensive application of the strategy across planning, implementation, and evaluation stages. Notably, the planning phase not only adapts learning to student diversity but also explicitly integrates Islamic values, fostering an inclusive learning environment—a unique and valuable dimension of this research. During implementation, the teachers' application of differentiation in content, methods, and learning products using active techniques such as discussions, demonstrations, and skill-based projects demonstrates a robust and practical understanding of the strategy. The reflective approach with formative and summative assessments in the evaluation stage further underscores a commitment to continuous improvement. Overall, this study makes a significant contribution to the literature on differentiated instruction, particularly by providing rich insights from a specific cultural and religious educational setting. Its findings offer valuable practical implications for educators and policymakers seeking to implement student-centered approaches that respect and cater to student diversity, especially within Islamic schools. The emphasis on integrating local values with pedagogical strategies is particularly noteworthy and could serve as a model for similar contexts seeking to balance modern pedagogy with cultural and religious principles. Future research building upon this work might explore the long-term impacts of such strategies or conduct comparative studies across different school types, to further generalize these important findings.

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