Abstract :

The purpose of this research is to describe cocurricular learning by utilizing Dongkrek art as differentiated learning. The type of research is descriptive qualitative. The source of data is co-curricular activities with Dongkrek art. Data were collected through: observation, interview, and documentation study. The result of the research is that co-curricular learning by utilizing Dongkrek art is differentiated learning because it fulfills its components, namely: flexibility, grouping process based on needs, active involvement of students, appropriate challenges, and continuous formative assessment. The conclusion of the research is that Dongkrek art in co-curricular is a manifestation of differentiated learning.

---

Keywords :

co-curricular, Differentiated learning, Dongkrek art

---

References :

1. (2015). Metode Penelitian Kualitatif: Sebuah Upaya Mendukung Penggunaan Penelitian Kualitatif Dalam Berbagai Disipin Ilmu. Depok: PT. Rajagrafindo Persada.
2. Anstee, P. (2014). Differentiation pocketbook. Management Pocketbooks. Teacher’s Hampshire, UK.
3. Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362.
4. Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran Berdiferensiasi dalam Program Guru Penggerak pada Modul 2.1. Jurnal Basicedu, 6(2), 2846-2853.
5. Febriana, Sugiman, & Wijaya. (2023). Analysis of the Implementation of Differentiated Learning in the Implementation of the Independent Curriculumin Middle School Mathematics Lessons. International Journal Of Humanities Education And Social Sciences (IJHESS)E-ISSN: 2808-1765, 3(2), 640-650.
6. Hanif, Hartono, & (2019). The Internalization of Dongkrek Value to Strengthen Cultural Resilience. Jurnal: Research, Society and Development, 8(9), pp. 01-16
7. Herwina, W. (2021). Optimalisasi kebutuhan murid dan hasil belajar dengan pembelajaran berdiferensiasi. Perspektif Ilmu Pendidikan, 35(2), 175-182.
8. (2022). Konsep dan Implentasi Kurikulum Merdeka pada Pembelajaran Abad-21 di SD/MI. ICIE: International Conference on Islamic Education, 2, 293-304.
9. Ismajli & Morina. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students. International Journal of Instruction. 11(3), 207-218.
10. Magableh & Abdullah. (2020). Effectiveness of Differentiated Instruction on Primary School Students’ English Reading Comprehension Achievement. International Journal of Learning, Teaching and Educational Research, 19(3), 20-35.
11. Martanti, F., Widodo, J., Rusdarti, R., & Priyanto, A. S. (2022, September). Penguatan Profil Pelajar Pancasila Melalui Pembelajaran Diferensiasi Pada Mata Pelajaran IPS di Sekolah Penggerak. In Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS), 5(1), 412-417.
12. Moleong. (2019). Metode Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya

13. (2018). Peran Kesenian Tradisional Dongkrek Sebagai Media Pendidikan Nilai Moral. Ibriez: Jurnal Kependidikan Dasar Islam Berbasis Sains, 3(2), pp. 221-234.
14. Pitaloka dan Arsanti. (2022). Pembelajaran Diferensiasi dalam Kurikulum Merdeka. Prosiding Seminar Nasional Sultan Agung ke-4, 34 – 37
15. Ramadinah, Setiawan, Ramadanti, Sulistyowati. (2022). Nilai-Nilai Budaya dan Upaya Pembinaan Aktivitas Keagamaan di MTs N 1 Bantul. PANDAWA: Jurnal Pendidikan dan Dakwah, 4(1), 84-95.
16. Said, M., & Ehsan, N. (2019). The Effects of Differentiated Instruction on Students’ Language Attitude and Critical Thinking in an ESL Context (Doctoral dissertation, University of Sheffield).
17. Shilviana dan Hamami. (2020). Pengembangan Kegiatan Kokurikuler dan Ekstrakurikuler. ALAPA : Jurnal Studi Keislaman dan Ilmu Pendidikan ALAPA : Jurnal Studi Keislaman dan Ilmu Pendidikan, 8(1), 159 -177.
18. Sri Suharti. (2021). Nilai-Nilai Budaya Jawa Dalam Ungkapan Jawa Yang Berlatar Rumah Tangga Pada Novel Canting Karya Fissilmi Hamida. KREDO: Jurnal Ilmiah Bahasa dan Sastra, 4(2), 553-578.
19. Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alphabeta

20. Sulistyosari, Y., Karwur, H. M., & Sultan, H. (2022). Penerapan Pembelajaran IPS Berdiferensiasi pada Kurikulum Merdeka Belajar. Harmony: Jurnal Pembelajaran IPS dan PKN, 7(2), 66-75.
21. (2022). Implementasi Kurikulum Merdeka Belajar dalam Meningkatkan Pemahaman Siswa. Cakrawala – Repositori IMWI , 5(2), 494 – 502.