The Effect of Differentiated Learning on Facial Skin Care Learning Outcomes Reviewed from the Learning Motivation of Vocational School Students

Abstract

This study aims to determine the effect of differentiated learning models on learning outcomes in terms of student learning motivation. This type of research is a quasi-experimental study with a 2x2 factorial design using Posttest-Only Control Group Design. The sampling technique uses random sampling in equivalent classes. The results of the study show the following findings: (1) There is a significant difference in learning outcomes between students who follow differentiated learning and conventional learning (Fcount = 10.797 > Ftable = 4.08); (2) There is a significant interaction effect between learning models and learning motivation on learning outcomes (FABcount = 65.253 > Ftable = 2.85); (3) In the group of students with high learning motivation, the learning outcomes of facial skin care students taught with differentiated learning (average 94.36) are significantly better than conventional learning (average 80.2); and (4) In the group of students with low learning motivation, the learning outcomes of facial skin care students taught using conventional learning (average 87.7) were better than those taught using differentiated learning (average 81.73). It can be concluded that differentiated learning is very effective in the facial skin care subject, especially in maximizing the potential of students with high learning motivation.