Improving Student’s Learning Outcomes in Narrative Text Through Differentiated Learning Approaches (Content, Process, and Product) Based on Kurikulum Merdeka

Wulandari, Mita Puspita (2025) Improving Student’s Learning Outcomes in Narrative Text Through Differentiated Learning Approaches (Content, Process, and Product) Based on Kurikulum Merdeka. Undergraduate thesis, UIN KH Achmad Shiddiq Jember.

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Abstract

Keywords: Classroom Action Research, Differentiated Learning, Kurikulum Merdeka, Learning Outcomes, Narrative Text
Indonesian students often face difficulties in understanding narrative texts due to low motivation, limited reading skills, and diverse backgrounds. These problems are also influenced by teaching methods and learning environments that do not fully meet the needs of individual students, which reduces their participation and affects their learning outcomes.
Differentiated learning, aligned with the Kurikulum Merdeka framework, adjusts the learning process based on students’ individual needs, enabling learners to engage with materials at their own level and pace. This study aims to improve high school students’ learning outcomes and participation in narrative text learning through the implementation of Differentiated Learning Approaches covering content, process, and product. The research addresses two key questions: (1) How does the application of Differentiated Learning Approaches based on Kurikulum Merdeka improve students’ learning outcomes in narrative text? and (2) How can students’ participation be increased through Differentiated Learning Approaches based on Kurikulum Merdeka?
This study employed Classroom Action Research (CAR) using a mixed-methods. Quantitative data were collected through pretests and posttests and analyzed using descriptive statistics. Qualitative data were gathered through classroom observations, interviews, and field notes, and analyzed using data reduction and triangulation. The research was conducted at SMKN 5 Jember in the X DKV class, involving 36 students selected through purposive sampling.
This study shows that the Differentiated Learning approach in Kurikulum Merdeka significantly improves learning outcomes and student participation in narrative text learning. The percentage of students who achieved the KKM (≥70) increased from 58.3% (pre-test) to 72.2% (first post-test) and 86.11% (second post-test), with the average class score increasing from 75 to 81.2. The various tasks and activities provided proved effective in supporting students to understand and master narrative writing skills gradually. More than 75% of students also actively participated in learning, reflecting their increased motivation and confidence. Brief interviews with some students confirmed that this approach made them more comfortable and motivated. The findings prove that Differentiated Learning effectively creates a learning environment that is engaging and responsive to students' needs.

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