PENGARUH PENGGUNAAN MODUL AJAR SEJARAH BERDIFERENSIASI BERBASIS PROJECT BASED LEARNING TERHADAP PEMAHAMAN LITERASI SEJARAH PESERTA DIDIK KELAS X DI SMA NEGERI 20 SURABAYA

Abstract

The use of Project Based Learning lined differentiated teaching modules can be linked to student worksheet activities, so that differentiation strategies are not only used in syntax (learning steps), but also involved in classroom evaluation activities. This is because differentiated teaching modules also have project activities in the Project Based Learning method are also given according to the abilities and expertise of students. In this study researchers use a quantitative approach, researchers use experimental methods. The use of experimental methods in this study determines researchers to choose a research design, namely Quasi Experimental Design. The result of a simple linear regression test that Y = 25.250 + 0.731X, can be explained constant a 25.250 while constant bX 0.731. The results of the independent t-test with a sig value (2 tailed) 0.000 and a value of 4.915, then using df 0.050 with a sample of 40-2 = 38 get 2.024 which is 4.915 > 2.024 and a significant value (2 tailed) 0.000 < 0.05.𝑡ℎ𝑖𝑡𝑢𝑛𝑔 𝑡𝑡𝑎𝑏𝑒𝑙 It can be concluded that the hypothesis (Ha) which states "the influence of the use of project-based based differentiated history teaching modules on the understanding of historical literacy of grade X students" is accepted based on the previous hypothetical opinion.
Keywords : history teaching module, differentiation, project based learning