The Analysis of Teaching Module in Differentiated Instruction on SMK Negeri 2 Semarang

  • Etika Desa Putri Universitas PGRI Semarang
  • Indri Kustantinah Universitas PGRI Semarang
  • Senowarsito Senowarsito Universitas PGRI Semarang
  • Prita Nusanti Universitas PGRI Semarang
Keywords: Differentiated Instructions, Teaching-Learning Process, Students’ Potential


This research aims to analyze differentiated instruction through analyzing teacher’s modules on SMK Negeri 2 Semarang. The research method included: 1) The research design used; descriptive qualitative. 2) The techniques of data collection; identified and classified the teacher’s modules. 3) The techniques of analyzing the data were; listing, identifying, and classifying the aspect of DI used, then analyzing the data into three aspects of DI. The result showed that DI is used in teaching module by the teacher to conduct the teaching-learning process in the class. The teacher give the various contents and processes, but less variated in products. The teacher must be able to guide and give teaching-learning processes according to the students' characteristics to optimize DI implementation. DI gives flexibility to the teachers to give various ways of learning and gives freedom to students to learn in their way and style to achieve successful learning and increase the student's potential.