Penggunaan Strategi Pembelajaran Berdiferensiasi Dalam Meningkatkan Keterampilan Menulis Siswa Kelas Delapan SMPN Model Terpadu Madani Palu

This study aimed at proving how the use of differentiated learning strategy can enhance the writing skills of eighth-grade students at SMPN Model Terpadu Madani Palu. A total of 51 students were divided into two groups: 23 students in the experimental group and 28 students in the control group, selected through cluster sampling technique. The study focused on helping students enhance their writing skills through recount texts. Data were gathered from pre-tests and post-tests. The experimental group attended six sessions using the differentiated learning strategy, while the control group continued with conventional teaching methods. Writing assessments evaluated content and vocabulary, then grammar, organization, and mechanics. The results showed a notable improvement in the experimental group’s average score, which increased from 60.22 to 77.43, compared to a smaller rise from 52.50 to 67.32 in the control group. The post-test scores showed a mean difference of 10.11, which was statistically significant according to an independent sample t-test. This research highlights how differentiated learning strategy can meet students’ diverse needs, improve their engagement, and significantly enhance students’ writing skill. Therefore, the research alternative hypothesis has accepted. These findings also make a strong case for adopting this strategy in classrooms with varied abilities.

Keywords : Differentiated Learning Strategy, Writing Skills.