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No Desain Pembelajaran Keterangan

Membuat kelompok diskusi dengan pembagian
sebagai berikut.
 Membagi siswa menjadi 6 kelompok.
Membuat kelompok diskusi
Setiap kelompok terdiri dari 5 siswa.
berdasarkan karakteristik
 Masing-masing kelompok diisi oleh 1
siswa
siswa status sosial PNS
1.
 Masing-masing kelompok diisi oleh 1 siswa
yang minat keterampilan
 Masing-masing kelompok diisi oleh 1 siswa
dengan kemampuan tinggi
 Masing-masing kelompok diisi oleh 2 siswa
kinestetik
2  Dengan jumlah laki-laki sebanyak 20 orang, Mengakomodir karakteristik
 jumlah perempuan 10 orang, jika akan gender
membentuk kelompok diskusi maka lebih
efektif penyebaran gender sebisa mungkin
dengan jumlah yang sama, misal untuk
kelompok disusun jumlah perempuan yang
sama atau jumlah laki-lakinya sama jika
dimungkinkan, kalaupun tidak disesuakian
dengan karakteristik yang lainnya.

Dengan data yang ada terlihat bahwa dominan

adalah anak dari pekerja buruh pabrik. Pada
proses pembelajaran biasanya masalah yang
timbul adalah sarana belajar pribadi bagi siswa
yang kurang beruntung yakni dari keluarga yang
ekonominya kurang. Pada kasus ini siswa
membutuhkan sumber belajar laptop selain
dengan buku cetak yang dimiliki agar konsep Mengakomodir
yang dimiliki lebih bervarian dengan mencari karakteristik status
3 referensi dari artikel/jurnal internet, juga sebagai sosial
respon pada perkembangan pembelajaran abad 21
dengan memanfaatkan teknologi sebagai media
pembelajaran. Dalam hal ini yang saya lakukan
adalah mengidentifikasi berapa orang yang
memiliki laptop di kelas tersebut lalu saya
membentuk kelompok belajar yang variatif
sehingga siswa yang berasal dari keluarga tidak
mampu dapat belajar dengan temanya yang
memiliki laptop

Pada studi kasus tersebut di atas, terlihat bahwa

Mengakomodir karakteristik
minat pada kegiatan olah raga lebih dominan.
minat dan gaya belajar
4 Kemudian seni, keterampilan dan yang paling
rendah adalah akademis. Dalam hal ini yang saya
lakukan untuk mengakomodir karakteristik minat
 dengan cara memberikan pembelajaran yang
menarik. Diawal pembelajaran saya memberikan
suatu kasus kontekstual tentang aturan cosinus
pada kapal berlayar, kemudian siswa diminta
untuk mencermati pemodelan matematikanya.

Misalnya pada saat materi aturan cosinus jarak

kapal berlayar dari pelabuhan A menuju
pelabuhan tertentu dengan sudut yang diketahui.
Disini saya ilustrasikan dengan memutarkan
video tentang kapal yang sedang berlayar,
sehingga siswa dengan gaya belajar visual dapat
terakomodir. Saya pun masih memberikan
penjelasan dengan penekanan intonasi yang
baik agar siswa dengan minat seni dan
keterampilan ataupun gaya belajar auditory
dapat juga terakomodasi. Tentunya juga
meminta siswa untuk mengerjakan
permasalahan secara berkelompok dengan cara
berdiskusi dan saling bertukan pandangan agar
siswa dengan gaya belajar kinestetik juga
terakomodir.

 Setelah melakukan diskusi guru

Mengakomodir seluruh
mempersilahkan siswa secara berkelompok
karakteristik siswa untuk
untuk membuat kesimpulan mengenai materi
5 ambil
yang dikaji.
bagian baik presentasi,
 Guru meminta masing-masing perwakilan
bertanya, maupun memberi
kelompok mempresentasikan hasil diskusi
 mereka. masukan.
 Kelompok lain menanggapi hasil presentasi
kelompok lainya.
 Siswa dapat memperoleh masukan tentang
hasil temuan mereka yang dapat digunakan
sebagai bahan perbaikan.