Differentiated Learning Strategy in Dance Extracurricular Activities at SMA Negeri 2 Lumajang

Abstract

The diversity of student characteristics in dance extracurricular
activities, both in terms of abilities, interests, and learning styles, requires
adaptive learning strategies so that each student can develop according to
their potential. This study aims to describe the implementation of a
differentiated learning strategy in dance extracurricular activities at SMA
Negeri 2 Lumajang, identify supporting and inhibiting factors, and analyze
student learning outcomes through its implementation. This study employed a
qualitative approach with a descriptive approach. The research location was
SMA Negeri 2 Lumajang, with subjects consisting of dance extracurricular
instructors and students actively participating in the activities. Data were
collected through observation, interviews, and documentation. Data analysis
was conducted through data reduction, data presentation, and conclusion
drawing. Data validity was achieved through triangulation of sources and
techniques. The results showed that instructors implemented a differentiated
learning strategy through differentiation of content, process, product, and
learning environment tailored to students' abilities, interests, and
characteristics. Supporting factors for the implementation of this strategy
included school support, student motivation, instructor creativity, and
collaboration among students. Inhibiting factors included differences in
student abilities, limited facilities, limited practice time, and psychological
challenges. The implementation of a differentiated learning strategy had a
positive impact on improving students' dance skills, creativity, self-confidence,
collaboration, and responsibility. Thus, differentiated learning is an effective
and relevant approach to accommodate student diversity in dance
extracurricular activities and support the implementation of the Independent
Curriculum.