The  Differentiated Teaching Module Development  to Realize Pancasila Student Profile  on the Sekolah Penggerak Curriculum

Sabina Ndiung; Mariana  Jediut; Fransiskus  Nendi

doi:10.23887/jjpgsd.v11i1.48005

Authors

Sabina Ndiung Pendididikan Guru Sekolah Dasar, Universitas Katolik Indonesia Santu Paulus Ruteng, Ruteng, Indonesia
Mariana Jediut Pendididikan Guru Sekolah Dasar, Universitas Katolik Indonesia Santu Paulus Ruteng, Ruteng, Indonesia
Fransiskus Nendi Pendididikan Matematika, Universitas Katolik Indonesia Santu Paulus Ruteng, Ruteng, Indonesia

DOI:

https://doi.org/10.23887/jjpgsd.v11i1.48005

Keywords:

Differentiate, sekolah pengerak teaching module development

Abstract

The aims of this research is to develop teaching modules that promote critical and creative thinking profile. This study involved six principals and 18 teachers from East Manggarai Regency. A questionnaire technique was used to obtain data. Expert validation on content, grammar, and design. The findings revealed that 83.33 % of principals and instructors at sekolah penggerak required differentiated teaching modules, with 91.7 %. Meanwhile, the HOTS-oriented assessment aspect, 83.33 %, and the level of development urgency, 95.83 %. It is concluded that the development of differentiated teaching modules is required in assisting elementary teachers for managing student-centered learning.

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