THE EFFECTIVENESS OF DIFFERENTIATED LEARNING STRATEGIES IN THE MERDEKA CURRICULUM ON THE READING MASTERY IN THE SEVENTH GRADE STUDENTS OF SMP NEGERI 5 SALATIGA IN THE ACADEMIC YEAR 2024/ 2025

SALSABILLA, NI'MAH LAILA (2025) THE EFFECTIVENESS OF DIFFERENTIATED LEARNING STRATEGIES IN THE MERDEKA CURRICULUM ON THE READING MASTERY IN THE SEVENTH GRADE STUDENTS OF SMP NEGERI 5 SALATIGA IN THE ACADEMIC YEAR 2024/ 2025. Other thesis, IAIN SALATIGA.

	Text NI'MAH LAILA SALSABILLA 23030210020_SKRIPSI TBI_compressed.pdf Download (4MB)
	Text NI'MAH LAILA SALSABILLA 23030210020_SKRIPSI TBI_compressed.pdf Download (4MB)
	Text NI'MAH LAILA SALSABILLA 23030210020_SKRIPSI TBI_compressed.pdf Download (4MB)

Abstract

This study investigates the effectiveness of differentiated learning strategies on the reading mastery of seventh-grade students at SMP Negeri 5 Salatiga during the 2024/ 2025 academic year. The research aims to identify differences in reading mastery before and after the implementation of differentiated learning strategies and to assess their effectiveness. A quantitative pre-experimental design with a one-group pre-test and post-test over three sessions was used as the research method. This research utilized the test to gather data. The research utilized pre-test and post-test as its instruments. The sample for this research comprised 30 seventh-grade students. The reading tests in the pre-test and post-test were concentrated on a Descriptive Text. The results indicate that students’ reading skills have improved significantly. Prior to the intervention, students demonstrated a limited vocabulary and understanding of Descriptive Text, as evidenced by an average pre-test score of 62.33. When differentiated learning strategies were applied, which included customized teaching materials and diverse activities, the average post-test score increased to 80.33, reflecting a rise of 28.88%. The t-test results (t = 10.256) > 2.045, thereby confirming that the strategies were effective and resulted in the acceptance of the alternative hypothesis. With an average n-gain of 0.51, classifying the strategies as medium effective, the research concludes that differentiated learning strategies significantly improve reading mastery among seventh-grade students. The findings suggest that educators should keep using differentiated learning strategies. Students ought to be motivated to interact actively with a variety of materials, and further studies might investigate the long-term effects of differentiated instruction across different subjects and student demographics. So, this suggests that to teach students reading mastery of Descriptive Text, differentiated learning strategies are medium effective.

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