Group-Based Differentiated Instruction Improves Guitar Chord Skills Among SMAN 3 Semarang Students

Abstract

Music instruction in senior high schools frequently faces differences in students’ musical abilities, particularly in developing practical guitar skills. Such variations in prior knowledge and playing experience may create difficulties in providing learning experiences that are equitable, effective, and meaningful for all students. This study investigates the effectiveness of a differentiated group learning model in improving students’ ability to perform guitar chords. The research employed Classroom Action Research (CAR) through two cycles with 36 students from Grade XI 10 at SMA Negeri 3 Semarang during the 2025/2026 academic year. Data were obtained through participatory observations, practical guitar performance assessments, student reflection questionnaires, and documentation. Students’ performance was assessed using a rubric covering fingering accuracy, strumming accuracy, chord transition ability, and overall musicality. The results revealed a progressive improvement in students’ guitar chord performance throughout the research process. The average score in the pre-cycle was 74.5, with 38% of students achieving the required mastery level. After Cycle I, the average score increased to 87, accompanied by a classical mastery rate of 52.7%. At the completion of Cycle II, students achieved an average score of 96.5, while classical mastery increased to 83.4%. This improvement was facilitated by flexible grouping according to students’ initial abilities, differentiated scaffolding, and peer-teaching practices that encouraged students to support one another during learning activities. The findings suggest that differentiated group learning is effective in responding to differences in students’ abilities while increasing active participation and practical guitar competence. Thus, this learning model provides a relevant approach for creating more inclusive, adaptive, and sustainable guitar learning in senior high school music education.