Improving Teacher Professionalism and Student Achievement in Economic Learning through the Understanding by Design (UbD) and Differentiated Instruction (DI) Model at Yapidh High School, Bekasi City

Authors

  • Hafifi Karim Universitas Panca Sakti

DOI:

https://doi.org/10.37010/fcs.v5i1.1129

Keywords:

Understanding by Design (DI), Differentiated Instruction (DI), professional development, learning achievement

Abstract

The aim of this study is to determine the extent of changes in teachers' ability to design economic learning and student learning achievement at Yapidh Bekasi High School in Economics subjects when using the Understanding by Design (UbD) model and the Differentiated Instruction (DI) model. The use of the Understanding by Design (UbD) and Differentiated Instruction (DI) models can improve the quality of teacher professionalism (Economics and Social Sciences) and can also improve student learning achievement in Economics learning at SMA IT Yapidh Bekasi.). After receiving training intervention/guidance in using the UbD and DI models, the number of teachers who succeeded in reaching the professional level (Capable/Capable) increased to 25 people (87.5%). Meanwhile, learning achievement in Economics learning after using the UbD and DI models, the summative test score (cycle 2) mean score shows 35.89%

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Published

2024-02-07

How to Cite

Karim, H. (2024). Improving Teacher Professionalism and Student Achievement in Economic Learning through the Understanding by Design (UbD) and Differentiated Instruction (DI) Model at Yapidh High School, Bekasi City. FOCUS, 5(1), 37–42. https://doi.org/10.37010/fcs.v5i1.1129
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