Implementation of Differentiated Learning Styles to Improve Analysis of Poetry Elements For Class X Students of SMA Negeri 22 Surabaya

research was conducted using a qualitative descriptive approach. Data is collected through observation, document analysis, and assessment of students' work. The research results show that students display 3 types of learning styles: visual, auditory, and kinesthetic. The differential learning strategy applied is product differentiation, which allows students to express their understanding of poetry through different works. The implementation of this learning succeeded in achieving mastery above the minimum passing score (KKM) of 75, with a score range of 75-100. Assessment of student attitudes from the Pancasila Student Profile also provides scores in the same range. The implication of this research is that the use of differential learning strategies, especially product differentiation, can be an effective approach in teaching poetry material in high school. Identifying students' learning styles is also important in designing learning that suits their needs. In this way, teachers are able to pay more attention to the diversity of students in the learning process, increase their mastery of the material, and strengthen the expected attitude values, for example those reflected in the Pancasila profile.


Introduction
Currently, education in Indonesia is undergoing a significant transformation, especially in efforts to increase the level of education to meet the needs of students in the 21st century.Students in this digital era need to have different skills and qualifications from previous generations, because education has experienced significant changes in the last few decades, especially in the fields of technology and globalization.The role of educators is to motivate and facilitate students during the learning process (Febriyanti, 2021).One of the teaching strategies used by an educator is to encourage students to learn without forgetting the nature of the times and nature.In accordance with Ki Hadjar Dewantara's concept, children's education must combine the nature of nature and the nature of the times (Rafael, 2022:13).The concept explained by Ki Hadjar regarding freedom to learn, the aim of education is to facilitate change in students and give them the freedom to develop ideas, while remaining in thinking that is in harmony with the nature of nature and the nature of the times.
Important skills and abilities for students in the 21st century include: information and communication technology proficiency; creativity and innovation; critical thinking and analytical skills; effective communication skills; teamwork in the classroom; ability to adapt to rapid environmental changes; and the ability to learn independently and be able to develop oneself.In order for learning planning in the 21st century to be realized, it must have four skills with their own characteristics, the ability to communicate, and collaborate, as well as critical, creative and innovative thinking skills.These four are the main focus in designing learning at this time, so that the characteristics of 21st century learning can be realized (Rosnaeni, 2021).In 21st century education, learning is no longer solely focused on acquiring knowledge; on the contrary, learning outcomes and skills are also important components in the learning process (Hamzah et al., 2023).
Education must foster appropriate thinking that is more creative and innovative, to achieve goals by implementing effective teaching (Hamzah et al., 2023).Important components of the educational process are called learning strategies.Choosing the right strategy will influence students' results in achieving learning goals.Therefore, the learning strategy chosen should be aligned with the individual needs of students.The results of identifying the characteristics of students in class X-1 SMA Negeri 22 Surabaya, during observations before learning began, showed that students had various learning styles.This causes different learning styles and learning needs between them.Researchers also found that the overall learning outcomes of class X-1 students did not meet the minimum completeness standards.Previous learning strategies did not take into account the plurality of learning styles that each student in the class had.Therefore, as a teacher, the researcher decided to implement differentiated learning tactics to meet students' learning needs.
The researcher determined a differentiated learning strategy in the process of learning poetry material in the poetry building elements section in class X-1 State High School 22 Surabaya.The choice of this strategy is very important because it is believed to be relevant in the context of the teaching and learning process in the 21st century (Naibaho, 2023).Other research by Ningrum & Andriani (2023) also states that a student-centred learning approach can be realized through the application of differentiated learning.The concept of Implementation of Differentiated …| 37 differentiated learning sets students at the center of the learning stages.By implementing this strategy, the learning process can be adapted & modified according to the learning style of each student, so that it is able to meet diverse learning needs.Marlina (2020:3) explains that differentiated learning is a form of learning that accommodates students' interests, learning priorities, & readiness so that they are able to achieve in creases in learning output.
There are four aspects which include differentiated learning, namely differences in content, learning processes, learning outcomes products, and learning environments.(Marlina, 2020:2).Overall, differentiated learning is an effective teaching approach or philosophy that provides a variety of methods for understanding subject matter in line with the individual needs of students in various classrooms (Suwartiningsih, 2021).Tomlinson (in Moningka 2022) states that "Differentiated learning is an effort to make adjustments to the learning process in the classroom so that it fits the learning needs of each individual student."The differentiated learning approach is attractive because it presents various types of open media that suit students' individual learning styles.This makes them more motivated in participating in the learning process (Aprima, 2022).
According to the previous explanation, differentiated learning is a learning approach that adapts learning output according to students' interests, learning priorities and readiness.This approach includes four aspects, namely content differentiation, process differentiation, product differentiation, and learning environment.The purpose of differentiation is to provide various ways for each student with different learning needs to understand new learning coverage.The advantage of differentiated learning is the use of a variety of open media that are compatible with each student's learning style, which ultimately increases their interest and involvement in the learning process.According to Widayanti (in Minasari and Susanti, 2023), learning style means an approach or effort that is believed to be easy to manage and implement accepted facts.That is, a learning style is a tactic chosen by a person to process and understand the facts received better, so that they can be more easily understood and applied.Marno and M. Indri (in Fitriani, 2017) state that there are three different categories of learning styles, which include: visual (learning by observing and seeing directly), auditory (learning by listening and using hearing), and kinesthetic (learning by aspiring straight away).Hamzah (in Magdalena, 2020) also states that there are a number of different learning styles that can be considered and followed if appropriate, including visual, auditory and kinesthetic learning styles.Based on previous opinions, learning styles are strategies or tactics chosen by individuals to manage and apply the news they receive so that it can be better understood and applied.
There are three types of learning styles proposed, namely visual learning style, auditory learning style and kinesthetic learning style.Each individual may have certain preferences or similarities towards one of the three learning styles, and determining a learning style that suits individual suitability can increase learning effectiveness.Differentiated learning begins with efforts to provide students' learning needs and teachers who are responsive to these needs.Teachers are required to comprehensively identify learning needs in order to be able to respond more appropriately to their students (Suwartiningsih, 2021).A differentiated learning approach means a strategy that aims to Implementation of Differentiated …| 38 accommodate differences in the learning needs of each student in the class.(Herwina, 2021).Through the application of differentiated learning tactics, the learning process can be adjusted to students' learning interests, learning styles and learning readiness (Maulidia et al., 2023).
An educator needs to take various actions by using differentiated learning tactics because each child's learning style cannot be treated the same (Himmah & Nugraheni, 2023).Thus, the primary focus of differentiated learning means an approach whose target is to meet the learning needs of each student & respond to them appropriately by the teacher.This research focuses on the poetry chapter on the building blocks of poetry and is taught in class The time allocation for making each CP means 2 x 45 minutes.Researchers apply differentiation in three dimensions, namely content, process and product.Content differentiation means providing various kinds of learning sources to students, including visual, audio, scripted and teaching materials that can be accessed via the internet using each student's device.Process differentiation refers to providing freedom to students to learn both individually and in groups.Meanwhile, product differentiation allows students to determine the learning products they produce.
The aim of this research is to share the effectiveness of using differentiated learning strategies in teaching poetry chapters on poetry building blocks with a focus in class X-1 at SMA Negeri 22 Surabaya.The main aim of this research is to assess the extent to which the use of differentiation learning strategies is able to increase students' understanding of the building blocks of poetry and pay attention to the diversity of students' learning styles.Through a qualitative descriptive approach, this research also aims to identify students' learning styles & observe how the use of differentiation learning tactics, especially product differentiation, influences students' mastery of the material.Data is collected through analysis, documents, and assessments of students' work to share a comprehensive understanding of the effectiveness of differentiated learning tactics in the context of poetry learning.
This research is important to conduct because musical poetry material is often believed to be complex for students, and various learning approaches are expected to improve their understanding.By identifying students' learning styles and examining the effectiveness of differentiated learning tactics, this research is able to assist educators in providing learning approaches that are more suited to students' individual needs.The results of this research are also able to show a contribution to the implementation of more innovative and inclusive learning development in high schools, and support more adaptive education development policies.
Based on the background and problems explained above, this research aims to implement learning differentiation in the context of the building blocks of poetry, with a focus on class X-1 students at SMA Negeri 22 Surabaya.The aim of this research is: first, to improve the analysis of poetry elements for class X-1 students at SMA Negeri 22 Surabaya through the application of differentiation learning.Second, assess the effectiveness of the differentiation learning method in increasing understanding and mastery of the concepts of the building blocks of poetry.And thirdly, identifying the role and contribution of students in the differentiation learning process on the building blocks of poetry.By achieving the objectives of this research, it is hoped that it can make a positive contribution to improving the quality of poetry learning at SMA Negeri 22 Surabaya, as well as opening up opportunities for developing a differentiation approach in the context of literature learning at the secondary education level.

Method
The research carried out in class X.1 of SMA Negeri 22 Surabaya used the Classroom Action Research (PTK) approach or in English, Classroom Action Research.If you look at the name, you can tell that the subject of this research is a research activity carried out in class.According to Arikunto, et al (2006:58) state that Classroom Action Research is an effort to improve the quality of learning in the classroom.Furthermore, research is carried out because there are real problems experienced by an educator in learning, then analyzed and solutions are sought for existing problems with measurable and planned actions (Arikunto, et al. 2006: 60).
The subjects in the Classroom Action Research conducted were students of X.1 SMA Negeri 22 Surabaya for the 2023/2024 academic year, totaling 36 students with 8 male students and 28 female students.Meanwhile, the object of this research is the learning outcomes of students in Indonesian language subjects, the material is determining the building blocks of poetry in the learning media used.The implementation of this classroom action research was carried out in 2 cycles, namely cycle 1 and cycle 2 which consisted of 4 stages, namely planning, implementation/action, observation and reflection.
The data collection techniques and mechanisms used are observation, tests and documentation.In the observation technique, observers record the results of their observations of student activities and teacher activities on the observation sheet provided.Then the researchers distributed tests or assessments of learning outcomes to measure the level of learning success of students at the end of each cycle.The test is designed with reference to the basic competencies to be achieved.The documentation aims to obtain clear and concrete data.This research serves to obtain school data and student personal evidence, and videos, recordings, films & photos of learning conditions in the class before and after the research, to complement research adapted to differentiated learning.

Discussion
Educational planning on poetry material is carried out in PPL 2 activities.Observers carry out mapping based on the results of observations of the characteristics of students.Researchers identify the characteristics of students by filling out surveys.The target class is class X.1 SMA Negeri 22 Surabaya.Based on the survey results, it was found that students in this class had various learning styles.Therefore, teachers feel it is important to understand these differences to provide an efficient educational approach for each student by making differentiated educational plans.After that, researchers carried out mapping of students' learning needs based on their learning styles.Information on the results of identifying student characteristics based on their learning outcomes can be seen in Table 1 below.
Based on the table and diagram identifying student learning styles above, it is known that students in class Students with an auditory learning style can be given educational content in the form of videos accompanied by sound and music.Students who have a visual learning style are given educational content in the form of animated videos and illustrated readings.Students with a learning style of writing and reading can be given educational content in the form of printed and digital texts.Product differentiation is based on information identifying students' learning styles in the form of sound/video recordings, posters, infographics and reading material.Researchers analyzed the flow of learning objectives and learning outcomes with tutors and lecturers.Next, researchers compiled learning tools related to analyzing elements of poetry based on knowledge, experience, observations and authentic ideas for publication in print or digital media.The researcher improved the learning plan in the form of teaching modules, because the target class, namely class X. 1, had implemented an independent curriculum.The differentiated learning strategy applied in the learning plan for the module analyzing elements of poetry is process differentiation, content, as well as products.
Process differentiation relates to students' attention in carrying out discussions individually or in groups.Content differentiation concerns literacy activities regarding teaching materials that can be used by students.Product differentiation is related to the products that students want to produce.In this learning, the products produced by students can be expressed in the form of posters and recorded poetry readings.Process differentiation relates to students' attention in carrying out discussions individually or in groups.Content differentiation concerns literacy activities regarding teaching materials that can be used by students.Product differentiation is related to the products that students want to produce.In this education, the products produced by students can be expressed in the form of short stories and infographics.
The learning models and methods chosen are adapted to differentiated learning strategies.The learning model used is Project Based Learning, because students' learning achievements produce a product.The learning methods used are questions and answers related to learning modules, dialogue to produce products, and assignments to find out learning outcomes.The related profile of Pancasila students is global diversity and creativity.This measure is demonstrated by students during the learning process in the learning achievement "Analyzing elements of poetry based on knowledge, experience, observations and original ideas for publication in print or digital media".The application of learning to poetry material is carried out in PPL activity 2. Based on educational applications that have been tried using differentiated learning strategies on learning outcomes analyzing elements of poetry based on knowledge, experience, observations and authentic ideas to be published in print or digital media, students are enthusiastic because they can determine their own learning resources to choose the product they want to produce, namely producing poetry written in poster form and reading the poetry they create after it is recorded (product differentiation).Students also have freedom in their learning process, namely working individually or in groups (process differentiation).The available learning resources are in the form of teaching materials in manuscript or digital form, and the freedom to search for sources of teaching materials using their respective devices (content differentiation).They are given the freedom to work individually or in groups (process differentiation).The teaching materials given to students are in the form of illustrated readings, scripts, and they are also given the freedom to search for teaching materials from other sources using devices (content differentiation).
Implementation of learning in poetry material using differentiated learning strategies according to the work produced by students achieves completion above KKM 75 with a score range of 75-100.The attitude assessment according to the relevant Pancasila student profile has a value range of 75-100.The results of the product assessment and attitude assessment in learning to analyze elements of poetry can be seen in Table 2 below.Based on the data in Table 2 above, students who received product assessments and attitude assessments received an average score above the KKM.The average score of students from product results and attitude assessment in learning outcomes "Analyzing elements of poetry based on knowledge, experience, observations and original ideas for publication in print and digital media" and Based on the student learning outcomes above, it can be seen that the application Differentiated learning strategies can meet the diverse learning needs of students.This differentiated learning provides freedom for students to achieve their learning goals.
This research highlights the learning process and results of class X.1 students at SMA Negeri 22 Surabaya in analyzing the elements of poetry.Primary findings show that students are able to understand and are skilled in analyzing elements of poetry after following learning supported by teaching modules specifically designed using differentiated learning strategies.Creative-productive learning is one that emphasizes active student involvement in proposing critical thinking related to the substance of the material being studied in accordance with predetermined indicators and competencies (Ainun et al., 2023).The findings of this research are consistent with creative learning theories and literary studies which emphasize the importance of learning that allows creative self-actualization and reflection on personal experiences.Previous research has shown that approaches that encourage students to create their own work can increase their understanding of the material and strengthen their creative skills.
Researchers are satisfied with the results of the research and discussions that have been carried out.Primary findings explain that learning to analyze elements of poetry using differentiated learning strategies is effective in improving students' understanding and creative skills.According to Marlina & Aini (2023) Differentiated learning is an effort to adapt the learning process in class, namely to meet the learning needs of each student.Each student has a unique character, as well as in terms of learning, they have different levels of readiness, interests and learning styles (Wahyuni et al., 2023).The process of reflecting on these findings shared valuable insights regarding the effectiveness of the learning methods used.Differentiated learning focuses on efforts to meet the diverse learning needs of students and requires teachers to have a deeper understanding of each student.This includes understanding students' weaknesses, observing their readiness, interests and learning needs (Marlina, 2019).
The results of this research have important implications both in academic and practical contexts.Academically, this research emphasizes the importance of a learnercentered learning approach and shares insights regarding the use of differentiated learning as a strategy for enhancing creative learning.Differentiated learning is also evaluated as more interesting compared to other learning because in the differentiated learning process, many learning media are presented that suit the learning style needs of each student (Putriana Naibaho, 2023).Practically, teachers and educational policy makers are able to use these findings as a basis for designing more effective learning strategies in developing students' creative skills.Further studies could investigate the use of differentiated learning strategies in other learning contexts and deepen understanding of the factors that influence creative learning.

Conclusion
Based on the results of the research and discussion that have been described, it can be concluded that the implementation of learning uses differentiated learning strategies in the learning achievement "Analyzing elements of poetry based on knowledge, experience, observations and original ideas for publication in print and digital media" shows maximum achievement.The results of the implementation of learning poetry material using a differentiated learning strategy show that students succeeded in achieving completeness above KKM 75 with a score range of 75-100.The results of the product and attitude assessment show a variety of scores from students with an average score of 75 to 100.Differentiated learning strategies are able to meet the various learning needs of students and provide freedom for them to achieve their learning goals.

Table 2 .
Assessment of Product Results and Student Attitudes in Learning to Analyze Poetry Elements