Evaluation of the Implementation of Differentiated Learning in the Vocational School PK Program at SMK NU 1 Karanggeneng

Differentiated Learning

Abstract

Education has undergone significant changes with the emergence of Vocational High Schools (SMKs) aimed at producing quality graduates ready to work. The Center of Excellence (PK) Vocational School program focuses on aligning vocational education with workforce demands. Differentiated learning, which addresses students' individual needs, is key to improving learning outcomes. This study evaluates the implementation of differentiated learning in the SMK PK program at SMK NU 1 Karanggeneng using the CIPP (Context, Input, Process, Product) evaluation model to analyze its effectiveness. The research employs an evaluation method to determine program effectiveness by comparing outcomes with intended objectives or standards. The approach used is mixed-method, combining quantitative and qualitative data. The findings indicate that differentiated learning at SMK NU 1 Karanggeneng has been fairly successful, with a supportive learning environment fostering student interaction, although facilities for auditory learners remain inadequate. Material content has been tailored to meet student needs but is not yet optimal for kinesthetic learners. Material delivery accommodates various learning styles, though improvements are needed for kinesthetic students. Students can select final assignments based on their learning styles, but the lack of assessment activities for kinesthetic and auditory learners remains a challenge. Overall, differentiated learning positively impacts meeting students’ learning needs, though improvements are still necessary, particularly in product aspects that received the lowest scores, to achieve better outcomes. The data in this research was obtained through observation, questionnaires and documentation by involving students and teachers in sketch and illustration elements.