Smartphone Media Analysis in Differentiation Learning and Learning Time Management of Students in Schools

Abstract

Differentiation learning is still rarely carried out in the classroom, teachers prefer to do learning with uniformity even though in reality they face various characteristics of students from cognitive, affective, and psychomotor abilities. Current learning activities can be supported by the presence of a smartphone. But are smartphones able to help differentiate learning and shape student learning management? The purpose of this study was to analyze the use of smartphones in differentiation learning and student learning management. The method used in this research is descriptive analysis research (field research). The results of this study are presented in the form of exposure using data collection techniques, observation, interviews, and documentation. The research location is in the Bantul teacher working group. The focus of this research is to explain the differences in smartphone functions and learning management analysis. From the differentiation of implementation learning in elementary schools, the use of smartphones in classroom learning can be aligned with four stages, namely preparation for learning, interests, processes, and learning products. Smartphones can support learning management which includes setting goals, scheduling learning, distraction, and planning tasks. Smartphones are used to fulfill creative learning and differentiation in the independent learning curriculum. Teachers can be creative using smartphones and students can choose learning needs according to their talents and interests.

Keywords: Differentiation, Learning Management, Elementary school