DEVELOPMENT OF CT-BASED LKPD IN DIFFERENTIATION LEARNING AT VOCATIONAL LEVEL

Volume, 11 Nomor 3 December 2023 Hal. 184-195 p-ISSN:2541-4232 dan e-ISSN: 2354-7146

184

DEVELOPMENT OF CT-BASED LKPD IN DIFFERENTIATION LEARNING AT VOCATIONAL LEVEL

Vina Melindah¹, Irwani Zawawi², Syaiful Huda³

1 Universitas Muhammadiyah Gresik Email: vinamelindah082@gmail.com

2 Universitas Muhammadiyah Gresik Email: irwanizawawi@umg.ac.id

3 Universitas Muhammadiyah Gresik Email: syaifulhuda@umg.ac.id

©2023 –Daya matematis: Jurnal inovasi pendidikan matematika. This article open acces licenci by CC BY-NC-4.0 (https://creativecommons.org/licenses/by-nc/4.0/)

Abstract

The aim of this research is to find out a good design in developing student worksheets based on critical thinking in differentiated learning at vocational high school level. The Research and Development (R&D) used follows the ADDIE model with stages of analysis, design, development, implementation and evaluation. 36 students in class The instruments used were a media expert and material expert validation questionnaire, a response questionnaire for practicality, and a post-test in the form of three questions to measure effectiveness. Data analysis techniques were carried out using quantitative methods. Overall the results show valid product quality with a very decent average of 93.5%. The response questionnaire also showed that 84.67% found this LKPD "very attractive", which shows that its practicality meets the standards. Meanwhile, the post- test showed a very good level of learning completion, namely 88.90%. Learning completeness shows that the CT-based LKPD in vocational school level differentiation learning used in learning meets the effective criteria.

Keywords: LKPD; critical thinking; pembelajaran berdiferensiasi; kesiapan belajar;

ADDIE.

INTRODUCTION

Vocational school graduates are expected to have the readiness to produce students who are ready to enter and have competitiveness in accordance with the provisions of the business and industrial sectors through 21st century capabilities (Lestari et al., 2020). One of the 21st century learning and innovation skills, namely 4C (critical thinking, creativity, communication, collaborations) is a linear aspect in development in the field of education and vocational learning (Kurniawan et al., 2019). In 2019, the National Association of Colleges and Employers (NACE) conducted a survey to measure the essential level of soft skill competency in the world of work. The survey results show that critical thinking skills received the highest rating with a score of 4.66 out of a maximum scale of 5. Based on the survey results, it shows that critical thinking is an urgent need that must be met by vocational school students in order to be ready to enter the world of work.

However, in reality, vocational school students lack the critical thinking skills needed in the world of work. The critical thinking ability of vocational school students is a crucial aspect because it is at a low level (Kurniawan et al., 2021). This lack of critical thinking skills can be seen from the many indicators that are not met (Rammadan & Budiman, 2022).

(Received: 23-08-2023 Reviewed: 23-08-2023; Revised: 14-11-2023; Accepted: 14-11-2023; Published: 28-12-2023)

185 Based on the results of observations of the LKPD TOI-1 SMK Negeri 1 Cerme Gresik class X, it was found that students have limited critical thinking skills and are classified as low. This is because many students fail to fully understand the questions asked. Students tend not to write accurately the information stated in the question, so they have difficulty identifying it. They also have difficulty finding the correct answer because they fail to make the necessary connections between the statements and the concepts presented. Students also have difficulty making correct conclusions.

The quality of learning, support in learning, and student input are the factors underlying the lack of critical thinking skills (Lestari et al., 2020). Apart from that, there are other factors such as lack of self-confidence, anxiety about mistakes, difficulty speaking, thinking about complicated material, laziness and loss of motivation to learn (Sudibyo, 2022). Overall, external and internal factors within students are quite large obstacles to success levels.

Success in overcoming the lack of critical thinking skills of vocational school students depends on appropriate solutions. Steps that can be taken include improving learning methods or models using teaching materials that support critical thinking, and getting used to answering critical thinking practice questions (Lestari et al., 2020). Students' critical thinking capacity can also be improved through the use of innovative teaching methods and materials (Sudibyo, 2022).

One way to help students overcome critical thinking difficulties is to implement appropriate learning models, such as differentiated learning. Differentiated learning can stimulate critical thinking skills through different teaching according to needs. Differentiated learning has been proven to increase students' ability to think critically (Avandra & Desyandri, 2023). Efforts to realize freedom of learning and adapt learning according to student needs can be done through differentiated learning (Astiti, 2021). The application of modified differentiated learning has a big role in maximizing student learning. Differentiated learning also provides benefits in improving the quality of learning, increasing interest, and making the quality of learning more effective, creative and enjoyable (Bendriyanti, Dewi,

& Nurhasanah, 2021).

Tomlinson in his work entitled How to Differentiate Instruction in Mixed Ability Classroom states that differentiated learning is learning that maps students to certain aspects including: (1) Interest is the student's desire which encourages and motivates them to learn; (2) Learning readiness is the ability to understand new material or concepts; and (3) Learning profile, which refers to ways of thinking, culture, background, environmental conditions, gender, etc (Tomlinson, 2001).

Each student has varying characteristics in terms of knowledge and level of readiness to receive material in class, making it a challenge to meet their learning needs (Kamal, 2021). Students have different levels of proficiency, there are students who are fast, medium, and slow learners when it comes to accepting and mastering the material provided (Ediyanto, 2022). In this context, the aspect needed to ensure that students' needs are met is by mapping their learning needs according to their learning readiness, so that they can support more optimal learning achievement.

Learning readiness has a major role in influencing student learning outcomes. Students' learning readiness clearly has a positive relationship with learning outcomes (Hartono, 2021). Students should prepare themselves well in completing assignments, both in groups and individually, because students' readiness in completing assignments will influence the results they obtain (Reski, 2019).

The diversity of students in a class is a need that must be met. By mapping students into learning readiness categories, tasks are needed that are appropriate to the students' level of understanding. In this case, LKPD becomes an important tool in differentiated learning. LKPD can be adapted to students' needs, providing different instructions and tasks according to each individual's level of understanding. By using LKPD, students can manage learning independently, increase understanding, and achieve more optimal learning outcomes. Therefore, this research aims to develop CT-based LKPD for differentiated learning at vocational school level that has good quality and meets validity, practicality and effectiveness.

186 METHOD

This research uses a research and development (R&D) approach to produce products in the form of CT-based LKPD for differentiated learning at the vocational school level. In this research, a development model known as ADDIE (Analysis, Design, Development, Implementation and Evaluation) is applied.

The analysis stage is carried out by analyzing the curriculum, validating performance gaps, determining instructional objectives, analyzing needs and characteristics and availability of resources.

The design stage aims to design the findings from the analysis stage by designing the structure and visual design of the LKPD. Next is the development stage which includes validation of the LKPD and revision. The implementation stage is the development test stage, namely implementing the product as well as carrying out posttests and distributing response questionnaires. The final stage of evaluation, namely carrying out activity analysis and improvements.

The instruments applied in this research include non-test and test methods. The non-test instruments are a practicality response questionnaire by 36 class Meanwhile, the test instruments are in the form of cognitive diagnostic tests to map learning readiness and posttests to measure the effectiveness of LKPD.

The data tested involved validity data on LKPD, student practicality questionnaires, and posttests for effectiveness which were processed using quantitative analysis techniques with the following assessment criteria:

Validation analysis of media experts and material experts using formulas 𝑃 =

𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒𝑠 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝑖𝑛 𝑡ℎ𝑒 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑛𝑎𝑖𝑟𝑒 × 100%. Media and material validity scoring categories refer to categories (Arikunto, 2006) as in Table 1.

Table 1. Validity Level Percentage Criteria

Rating Level Quality Information 80% < 𝑃 ≤ 100% 5 (Very Good) Very Worth It

60% < 𝑃 ≤ 80% 4 (Good) Worthy 40% < 𝑃 ≤ 60% 3 (Fair) Decent Enough 20% < 𝑃 ≤ 40% 2 (Less) Not feasible

0% ≤ 𝑃 ≤ 20% 1 (Very Poor) Totally Not Worth It Practicality analysis using formulas 𝑃 = 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒𝑠 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝑖𝑛 𝑡ℎ𝑒 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛𝑛𝑎𝑖𝑟𝑒 × 100%. Practicality scoring categories according to (Arikunto, 2006) listed in Table 2.

Table 2. Practicality Level Percentage Criteria

Rating Level Quality Information 80% < 𝑃 ≤ 100% 5 (Very Good) Very interesting

60% < 𝑃 ≤ 80% 4 (Good) Interesting 40% < 𝑃 ≤ 60% 3 (Fair) Less attractive 20% < 𝑃 ≤ 40% 2 (Less) Not attractive

0% ≤ 𝑃 ≤ 20% 1 (Very Poor) Very Uninteresting

187 Effectiveness analysis is carried out in several steps, the first step is calculating the posttest score for each student using a formula 𝑉𝑎𝑙𝑢𝑒 = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑠𝑐𝑜𝑟𝑒𝑠

ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 × 100%. Then categorize the posttest results based on the KKM set by SMK Negeri 1 Cerme Gresik, namely 75. The third step is to calculate the percentage of completion using the formula 𝑃 = 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑑 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

𝑇𝑜𝑡𝑎𝑙𝑙𝑦 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 × 100%.

Effectiveness scoring categories according to (Rosna, 2014) as follows:

Table 3. Criteria for Percentage Level of Effectiveness Rating Level Quality

𝑃 > 80% 5 (Very Good) 60% < 𝑃 ≤ 80% 4 (Good) 40% < 𝑃 ≤ 60% 3 (Fair) 20% < 𝑃 ≤ 40% 2 (Less)

𝑃 ≤ 20% 1 (Very Poor)

RESULT AND DISCUSSION Result

In this research, results were obtained in the form of CT-based LKPD for differentiated learning at vocational school level which were valid, practical and effective. The research procedures used are in accordance with the stages of the ADDIE model, the results are described as follows:

Analysis

The analysis was carried out through several stages, namely observation, interviews, and distribution of student characteristics questionnaires.

Figure 1. Student Characteristics Questionnaire Data

At the observation and interview stage, the results were also found that (1) SMKN 1 CERME had implemented the independent curriculum (2) the teacher applied the lecture method in learning (3) the teacher had never used LKPD (4) cognitive diagnostic tests of students in class X-TKI 3 in the

16.7 8.3

72.2 66.7

13.9 25

2.8 13.9

77.8 69.4

94.4

52.8

100 2030 4050 6070 8090 100

Saya suka pelajaran matematika

Pembelajaran matematika terpusat pada

guru

Tugas perlu disesuaikan

dengan tingkat pemahaman

Pembelajaran membosankan

jka tidak menggunakan

media pembelajaran

Saya pernah menggunakan

LKPD

Perlu adanya LKPD untuk menunjang berpikir kritis Angket Karakteristik (%)

Sangat Tidak Setuju Tidak Setuju Sangat Setuju Setuju

188 material on sequences and arithmetic series, it shows that 9 students are in the complete understanding category, 7 students are in the partial understanding category, while 20 students are in the not yet understanding category (5) content resources in mathematics learning are independent curriculum mathematics books for class X SMA/SMK and there are technological resources that support learning such as computers and LCD projectors (6). Based on the results of observations, interviews, and distribution of student characteristic questionnaires, the instructional objectives were obtained, namely student worksheets based on critical thinking in differentiated learning at the vocational school level.

Design

Based on the results of the analysis stage, the design stage is carried out to create a framework for the product being developed. In this research, the LKPD was designed using the Canva application. The results of cognitive diagnostic tests on rows and series material produce a mapping of learning readiness according to the level of understanding so that the tasks on the LKPD are designed according to the student's learning readiness category. There are 3 types of LKPD to map students' learning readiness, LKPD 1 is used for groups of students in the complete understanding category with a high level of question difficulty, LKPD 2 is used for groups of students in the partial understanding category with a medium level of question difficulty, and LKPD 3 is used for groups of students the category of not yet understanding with a low level of question difficulty. The three LKPD will have different levels of difficulty in questions with the same learning objectives so that students can learn according to their needs. The design of this LKPD consists of designing the structure of the LKPD, namely the title, study instructions, assignments and information needed by students. Meanwhile, the visual design for the LKPD uses A4 format with Montserrat Classic, Bodoni FLF, Cooper Hewitt, and Lato fonts as well as preparing the image icons that will be used.

Development

After the initial design is carried out, the next stage is development which will produce a finished LKPD product. The development stage is carried out by validating the LKPD and a revision process.

The development stage is used to determine the validity of the LKPD before it is implemented.

Assessment of media and material aspects is carried out by validators using a Likert scale. Next, revisions will be made to the LKPD according to suggestions from the validators.

Figure 2. LKPD cover before and after revision

Before After

189 Figure 2 shows the initial design of the cover before going through the validation process and after the revision stage where suggestions from media expert validators were implemented. The previous cover was revised by adding images or icons that reflect the content and majors of Industrial Chemical Engineering Vocational School students. The revised results include fonts, colors and graphic elements to make them more attractive and in line with the LKPD content.

Figure 3. LKPD questions before and after revision

Figure 3 shows the initial design of questions on the LKPD before the validation process and after revision. Based on suggestions from material experts, there is additional information so that students do not make mistakes in interpreting. In question number 1 of LKPD 1, 2 and 3, additional information was added, namely that PG Pesantren Baru Kediri has 5 evaporation body units which were not previously listed in the question. Furthermore, there is also additional information, namely the difference is constant or the same for each question in LKPD 1 in the complete understanding category and LKPD 2 in the partial understanding category.

Next, the assessment results of media and material expert validators are accumulated. The validators consist of one Muhammadiyah University Gresik lecturer and one Mathematics Teacher at SMKN 1 CERME. The following are the accumulated results of media expert validation assessments shown in Table 4.

Table 4. LKPD Validation Assessment by Media Experts

No Validator Raw Score Highest Score Validity Percentage Category

1 Validator 1 62 70 88,57% Very Worth It

2 Validator 2 70 70 100% Very Worth It

Rata-rata 94,28% Very Worth It

The accumulated results of material expert validation assessments by material expert validators are shown in Table 5.

Before

After

190 Table 5. LKPD Validation Assessment by Material Experts

No Validator Raw Score Highest Score Validity Percentage Category

1 Validator 1 53 55 96,36% Very Worth It

2 Validator 2 49 55 89,09% Very Worth It

Mean 92,72% Very Worth It

After accumulating the results of the validators' assessments, the overall average result obtained from media and material expert validation was 93.5%, including the very suitable for use category..

Implementation

At the implementation stage, a CT-based LKPD development test was carried out on differentiated learning. Furthermore, after the development test process is complete, response questionnaires are distributed to students to measure the practicality of the LKPD. The accumulated results of student response questionnaire assessments are as follows:

Figure 4. LKPD Response Questionnaire Data by Students

After obtaining the student response questionnaire data, the practicality of using the LKPD was then calculated and the overall average result was 84.67%, which was included in the very interesting category so it was practical to use. Next, the posttest results are calculated to measure the effectiveness of the LKPD with the results of learning completion as follows:

0 50 100 150 200 250

Sangat Baik Baik Cukup Kurang Sangat Kurang

Sangat

Baik Baik Cukup Kurang Sangat Kurang

Butir 217 134 54 19 8

191 Figure 5. Learning Completeness Data for Class X-TKI 3 SMK Negeri 1 Cerme Gresik

The learning completeness data will calculate the percentage of learning completeness, so that the students' learning completeness after using CT-based LKPD in differentiated learning is 88.90%, which is included in the very good category. If the level of completeness of learning outcomes reaches at least the good category, the product being developed is said to be effective (Dewi, 2022).

The posttest was also analyzed based on indicators of critical thinking abilities according to Karim which refers to Facione including interpreting, analyzing, evaluating and inferring. The results of this research are grouped based on the standards for assessing critical thinking skills according to Karim who adapted them from Setyowati as in Table 6 (Karim & Normaya, 2015).

Table 6. Categories of Achievement Criteria for Critical Thinking Ability

Interpretasi (%) Category 81,25 < 𝑃 ≤ 100 Very high 71,5 < 𝑃 ≤ 81,25 Tall

62,5 < 𝑃 ≤ 71,5 Currently 43,75 < 𝑃 ≤ 62,5 Low

0 < 𝑃 ≤ 43,75 Very low

The following is a table of data on students' posttest results which have been categorized according to the criteria of critical thinking ability and learning readiness:

Table 7. Data on Student Posttest Results based on Critical Thinking Indicators Critical Thinking

Criteria

Number of Students

Learning Readiness Category

Very high 26 Complete understanding, partial understanding, and not yet understanding

Tall 6 Complete Understanding and Not Understanding

Currently 3 Not Understanding and Partially Understanding

Low 1 Not understand yet

3%

14%

28%

17% 5%

5%

3%

14%

3%5% 3%

DATA POSTEST

Nilai 100 Nilai 94,4 Nilai 91,7 Nilai 88,9 Nilai 86,1 Nilai 83,3 Nilai 77,8 Nilai 75 Nilai 69,4 Nilai 66,7 Nilai 50

192 In the table above, there is information regarding critical thinking criteria, the number of students in each criterion, and the learning readiness categories included in each critical thinking criterion. In the very high critical thinking criteria, there are 26 students consisting of 5 students who are ready to learn to fully understand, 4 students who are ready to learn to understand in part, and 17 students who are ready to learn who do not yet understand. In the high critical thinking category there are 6 students consisting of 4 students in learning readiness who fully understand and 2 students in learning readiness who do not yet understand. In the moderate critical thinking category there were 3 students consisting of 2 students who did not understand and 1 student who partially understood. Meanwhile, in the low critical thinking category, there was 1 student whose readiness to learn did not yet understand. After calculating the posttest results based on critical thinking indicators, it showed that 36 students were included in the very high critical thinking category with a percentage of 84.87%.

Evaluation

In the final stage, activity analysis and improvements to the LKPD are carried out. A product being developed is declared good when it meets predetermined standards. These standards are validity, practicality and effectiveness (Nieveen, 1999). In the final stage, activity analysis and improvements to the LKPD are carried out. A product being developed is declared good when it meets predetermined standards. These standards are validity, practicality and effectiveness.

Discussion

This research shows that the development of student worksheets based on critical thinking in differentiated learning at the vocational school level obtained positive results. The research results show that the developed LKPD succeeded in improving the quality of learning by emphasizing validity, practicality and effectiveness.

This research is also related to previous research which emphasizes the importance of differentiated learning according to students' needs. One of them is by giving assignments based on the level of understanding so that students understand the material better. According to (Naibaho, 2023) states that if tasks are adjusted to students' level of knowledge and expertise, their performance will be better.

Student activities and mathematics learning outcomes can be improved by implementing differentiated learning (Kamal, 2021). In this research, differentiated learning has been proven to be successful in increasing students' learning completeness.

The validity of the assessment is carried out by experts, namely media experts and material experts.

Assessment aspects of media expert validation regarding technical quality, composition, balance and integration. Meanwhile, material experts consist of introduction, content and evaluation. The involvement of validators in the assessment is very important to ensure the quality of the LKPD. This shows that the LKPD is very appropriate to the curriculum and learning objectives as well as the needs and characteristics of students. In line with (Suryani, Setiawan, Putri, 2019) which states that if a product is in accordance with the learning objectives, then the product can be declared valid.

The practicality of using LKPD shows that students feel that LKPD is easy to use well in the learning process. This practicality is achieved due to several aspects, namely clear work instructions, easy-to- understand question formulation, attractive LKPD design, and easy-to-understand language. Apart from that, students also feel motivated and active in learning. (Magdalena et al., 2021) states that students become more active, think creatively, innovate and have fun in the learning process using media. So it can be concluded that CT-based LKPD in practical differentiated learning with a percentage of 84.67% in the very interesting category.

Effectiveness is seen based on the posttest results which show that the LKPD is effective to use because the students' learning completion is in the very good category. On research (Audie, 2019) stated that the application of learning media can help improve learning outcomes more optimally and

193 provide facilities for students to understand the same material with the same understanding among diverse students. Thus, LKPD is categorized as effective for use in learning with an effectiveness percentage of 88.90%, which is in the very good category.

Based on the posttest analysis measured using critical thinking indicators, it was found that there were 4 students who had not yet completed their learning, consisting of 3 students in the moderate critical thinking category and 1 student in the low category. Students who do not fulfill the learning completeness are included in the category of learning readiness, partially understanding and not yet understanding. Therefore, the level of students' learning readiness has a direct influence on learning outcomes. According to research (Mustiko & Trisnawati, 2021) The level of students' readiness in learning activities is positively correlated with the quality of their learning outcomes.

CONCLUSIONS AND SUGGESTIONS

The findings of this research show that CT-based LKPD in differentiated learning at vocational school level is effective, practical and valid. The overall average validation of media and material experts is 93.5% with the very adequate category indicating that the quality of the product produced is valid. The practical aspect was carried out through a response questionnaire from 36 students regarding the use of LKPD which met the practical criteria, namely 84.67% in the very interesting category. Meanwhile, the post-test results of 88.90% reached good criteria so they were effectively used in learning.

REFERENCE

Agung Sudibyo. (2022). Analisis Kelemahan Berfikir Kritis Siswa Smk Annihayah Dalam Berpendapat. Concept: Journal of Social Humanities and Education, 1(3), 50–55. Retrieved from http://journal-stiayappimakassar.ac.id/index.php/Concept/article/view/69/67

Arikunto, S. (2006). Prosedur Penelitian Surat Pendekatan Praktis. Jakarta: Jakarta: Rineka Cipta 2011.

Astiti, K. A. (2021). Pengembangan Modul IPA Terpadu Tipe Connected Berbasis Pembelajaran Berdiferensiasi pada Materi Lapisan Bumi Kelas VII, 4, 112–120. Retrieved from https://jurnal.uns.ac.id/inkuiri/article/view/17858/14256

Avandra, R., & Desyandri. (2023). Implementasi Pembelajaran Berdiferensiasi Terhadap Keterampilan Berpikir Kritis Siswa Pada Pembelajaran Ipa Kelas VI Sd. Didaktik : Jurnal Ilmiah

PGSD STKIP Subang, 8(2), 2944–2960. Retrieved from

https://journal.stkipsubang.ac.id/index.php/didaktik/article/view/618

Bendriyanti, R. P., Dewi, C., & Nurhasanah, I. (2021). Manajemen Pembelajaran Berdiferensiasi dalam Meningkatkan Kualitas Belajar Siswa. JP (Jurnal Pendidikan) : Teori dan Praktik, 6, 70–

74. Retrieved from https://journal.unesa.ac.id/index.php/jp/article/view/7335/8735

Dewi, K. S. (2022). Pengembangan Lembar Kerja Peserta Didik (LKPD) Geometri Berbasis Etnomatematika Ditinjau Dari Kemampuan Berfikir Kritis Peserta Didik Smp. LINEAR: Journal

of Mathematics Education. Retrieved from

https://repository.metrouniv.ac.id/id/eprint/4958/1/KARTIKA SARI DEWI 1701040006.pdf Ediyanto. (2022). Pemetaan Kebutuhan Belajar Berdasarkan Gaya Belajar Peserta Didik. 2st

Proceeding STEKOM 2022, 2(1). Retrieved from

https://prosiding.stekom.ac.id/index.php/SEMNASTEKMU/article/view/187/184

Hartono, D. (2021). Korelasi Antara Kesiapan Belajar Dengan Hasil Belajar Siswa Di Sma Negeri 5 Lahat. Jurnal Samudra Geografi, 4(1), 39–44. Retrieved from https://www.ejurnalunsam.id/index.php/jsg/article/view/3216/2660

194 Kamal, S. (2021). Implementasi Pembelajaran Berdiferensiasi dalam Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Kelas XI MIPA SMA Negeri 8 Barabai. JULAK: Jurnal Pembelajaran dan Pendidik, 1(September 2021), 89–100.

Karim, K., & Normaya, N. (2015). Kemampuan Berpikir Kritis Siswa dalam Pembelajaran dalam Pembelajaran Matematika dengan Menggunakan Model Jucama di Sekolah Menengah Pertama.

EDU-MAT: Jurnal Pendidikan Matematika, 3(1). Retrieved from https://ppjp.ulm.ac.id/journal/index.php/edumat/article/view/634/542

Kurniawan, A., Mukhadis, A., & Widiyanti. (2019). 21st Century Skills sebagai Upaya Pengembangan Kapabilitas Siswa SMK di Fourth Industrial Revolution Era. Jurnal Pendidikan: Teori,

Penelitian, dan Pengembangan, 4(7), 857. Retrieved from

http://journal.um.ac.id/index.php/jptpp/article/view/12614/5836

Kurniawan, N. A., Hidayah, N., & Rahman, D. H. (2021). Analisis Kemampuan Berpikir Kritis Siswa SMK, 21, 334–338. Retrieved from http://journal.um.ac.id/index.php/jptpp/article/view/14579 Lestari, D., Haryani, S., & Sumarti, S. S. (2020). Analysis of Critical Thinking Skills in Vocational

High School Automotive Engineering Students. Journal of Innovative Science, 9(37), 103–108.

Retrieved from https://journal.unnes.ac.id/sju/index.php/jise/article/view/32379/13985

Magdalena, I., Fatakhatus Shodikoh, A., Pebrianti, A. R., Jannah, A. W., Susilawati, I., & Tangerang, U. M. (2021). Pentingnya Media Pembelajaran Untuk Meningkatkan Minat Belajar Siswa Sdn Meruya Selatan 06 Pagi. EDISI : Jurnal Edukasi dan Sains, 3(2), 312–325. Retrieved from https://journal.unesa.ac.id/index.php/jpd/article/view/6262/0

Mustiko, A. B., & Trisnawati, N. (2021). Pengaruh Keterampilan Mengajar Guru, Kesiapan Belajar Dan Motivasi Sebagai Variabel Intervening Terhadap Hasil Belajar Siswa. Journal of Office Administration : Education and Practice, 1(1), 42–52. Retrieved from https://ejournal.unesa.ac.id/index.php/joa/article/view/39344/34400

National Association of Colleges and Employers (NACE). (2019). THE FOUR CAREER COMPETENCIES EMPLOYERS VALUE MOST. Maret 29, 2019. The Four Career Competencies Employers Value Most (naceweb.org)

Nieveen, N. (1999). Prototyping to Reach Product Quality. Design Approaches and Tools in

Education and Training, 125–135. Retrieved from

https://link.springer.com/chapter/10.1007/978-94-011-4255-7_10

Nurul Audie. (2019). Peran Media Pembelajaran Meningkatkan Hasil Belajar. Posiding Seminar

Nasional Pendidikan FKIP, 2(1), 586–595. Retrieved from

https://journal.unesa.ac.id/index.php/jpd/article/view/6262/0

Putriana Naibaho, D. (2023). Strategi Pembelajaran Berdiferensiasi Mampu Meningkatkan Pemahaman Belajar Peserta Didik. Journal of Creative Student Research (JCSR), 1(2), 81–91.

Rammadan, A. P., & Budiman, I. (2022). Kemampuan Berpikir Kritis Siswa Kelas XI SMK Negeri 1 Rawamerta Pada Materi Peluang, 11(1), 154–164. Retrieved from https://garuda.kemdikbud.go.id/documents/detail/2837452

Reski, D. J. (2019). Konsep Kesiapan Siswa dalam Mengerjakan Tugas. SCHOULID: Indonesian

Journal of School Counseling, 4(1), 33. Retrieved from

https://jurnal.iicet.org/index.php/schoulid/article/view/419/pdf

Rosna, A. (2014). Meningkatkan Hasil Belajar Siswa Melalui Pembelajaran Kooperatif Pada Mata

195 Pelajar IPA di kelas IV SD Terpencil Bainaa Barat, 4(6), 235–246. Retrieved from https://media.neliti.com/media/publications/118217-ID-meningkatkan-hasil-belajar-siswa- melalui.pdf

Suryani, N., Setiawan, A., Putri, A. (2019). Media pengembangan inovatif dan pengembangannya.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (L. Smith, Ed.) (3rd ed.). Amerika Serikat: Genny Ostertag.