Analysis the Impact of Differentiated Instruction on Critical Diversity Literacy in Inclusive Education
DOI:
https://doi.org/10.30596/aihss.v3i1.502Keywords:
Differentiated Learning, Critical Diversity Literacy, Inclusive EducationAbstract
The goal of this study is to examine the influence of critical diversity literacy on differentiation learning for students at Muhammadiyah University of North Sumatra, a sample of 30 students in two classes for one semester using different teaching approaches. The mix-method research method combines quantitative and qualitative mixed methodologies as well as explanatory sequential design strategies. Inferential t-test statistics, SEM, NVIVO, or WORDCLOUD are among the techniques employed. The results revealed that the diversified instruction learning model had a beneficial influence on learning critical reading of diversity literacy in inclusive education. The differentiated instruction learning model allows students to gain an in-depth understanding of their own diversity, learn to see and hone thinking and communication skills, increase self-confidence, and use critical thinking in viewing diversity in order to have a moderate attitude toward religion. Most students, it is considered, perceive Differentiated Instruction as an effective method of facilitating communication and comprehension in inclusive education courses.
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