the effect of using gallery walk method based on differentiated learning towards learning result of sixth grades of elementary school

Abstract

Results from a learning process that culminate in a test are known as learning outcomes. The strategies used by teachers are one aspect that might affect the final product of a lesson. Even today, many educators in the area rely on ineffective, one-way communication techniques that hinder students' ability to learn. Finding out how the gallery walk approach, which is based on differential learning, affects student learning outcomes was the main goal of this research. The technique is anticipated to bridge the gap between field expectations and reality. The research included a sample of sixth graders from SDN Watugolong I and SDN Watugolong II. Exam and instructor activity observation papers were the tools used. Methods for gathering data included conducting experiments and careful observation. Examination of study data by use of t-tests, n-gain tests, homogeneity tests, and normalcy tests. The research found that students' learning outcomes may be improved by employing the gallery walk approach, which is based on differential learning. A Sig. (2-tailed) value of 0.006 <0.05 was produced by the t-test computation in SPSS 20. It follows that sixth graders' academic performance may be affected by implementing a differentiation-based gallery tour strategy into their classroom instruction.