Tes Stifin Sebagai Alternatif Pemetaan Potensi Siswa Dalam Pembelajaran Berdiferensiasi Kurikulum Merdeka
DOI:
https://doi.org/10.35719/sjigc.v3i1.95Keywords:
STIFIn Test, Mapping Student Potential, Differentiated LearningAbstract
In 2022 the government of the Republic of Indonesia launched a Kurikulum Merdeka to respond to educational challenges in the post-Covid-19 pandemic era. The Kurikulum Merdeka puts forward a learning approach that gives freedom to students to choose the focus of the lesson they are interested in. This approach gave birth to differentiated learning. This study aimed to explain Farid Poniman's STIFIn Test concept as an alternative to mapping carried out by the teacher to apply differentiated learning. This study uses the library study method, in which the researcher describes in detail the concept of the STIFIn Test from various references. Then the researchers looked for suitability and relevance regarding the research results on differentiation learning and the STIFIn Test through grounded theory. The results showed five types of STIFIn Test intelligence machines: Sensing, Thinking, Intuiting, Feeling, and Instinct. These five types give rise to diversity in learning readiness, interests, and learning styles so that they can be used as an alternative to differentiated learning mapping. This test uses the fingerprint scan method. The results of the fingerprint scan produce the type of machine intelligence and student genetic personality which will then be mapped in a categorization manner so that teachers can easily carry out differentiated learning activities in terms of content, process, product, and learning environment. Thus the STIFIn Test is very relevant as an alternative mapping in implementing differentiation learning in the Kurikulum Merdeka era.
References
Afrida, L.A (2018). Kajian Aksiologi Metode Stifin dalam Pemetaan Mesin Kecerdasan Manusia, Jurnal Filsafat Indonesia, 1(1), 23-29.
Ayu, L. R. (2021). Deskripsi Hasil Belajar Matematika Siswa Menggunakan Konsep Stifin Learning pada Jenjang SMP dan SMA di Kota Makassar, Elips: Jurnal Pendidikan Matematika, 2(1), 51-60.
Azwar, S. (2017). Pengantar Psikologi Inteligensi. Yogyakarta: Pustaka Pelajar.
Badruzaman, B. (2014). Brain Genetical Potential. Bandung: Mizan.
Direktorat Sekolah Menengah Pertama. (2022). Melihat Arah Perubahan Kurikulum di Indonesia, (Online), (https://ditsmp.kemdikbud.go.id/melihat-arah-perubahan-kurikulum-di-indonesia/), diakses pada tanggal 20 Januari 2023.
Gunarhadi. (2019). Kurikulum dan Pembelajaran Humanistik di Kelas Heterogen. Prosiding Seminar Nasional Sultan Agung I Semarang, 02 Juli 2019.
Magdalena, Ina, Yulia S, and Annisa, DP. (2020). Cara Mengembangkan Bakat Siswa, Jurnal BINTANG, 2(3), 278-287.
Mariati, P., Purnamasari, N., Soetantyo, S., Suwarna, I. R., & Susanti, E. I. (2021). Prinsip Pengembangan Pembelajaran Berdiferensiasi (Differentiated Instruction). Jakarta: Pusat Kurikulum dan Pembelajaran, Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi,Republik Indonesia.
Marlina, M., Kusumastuti, G., Makmur, N. A., & Nabila, I. (2022). Peningkatan Keterampilan Sosial Anak Berkebutuhan Khusus Melalui Strategi Pembelajaran Station Rotation Berbasis Tiered Task (Studi Eksperimen di Sekolah Inklusif Sumatera Barat). JPK (Jurnal Pendidikan Khusus), 18(1).
Najafi, M. (2009). Association between Finger Patterns of Digital II and Intelligence Quotient Level InAdolescents, European Psychiatry Journal, 25(3), 1-13.
Noventari, W. (2020). Konsepsi Merdeka Belajar Dalam Sistem Among Menurut Pandangan Ki Hajar Dewantara, PKn Progresif: Jurnal Pemikiran dan Penelitian Kewarganegaraan, 15(1), 83-91.
Pasmawati, H. (2019). Bimbingan Karir Farid Poniman dan Relevansinya dengan Konsep Islam: Telaah STIFIn Test, Jurnal Ilmiah Syi'ar, 19(2), 182-198.
Poniman, F. (2017). STIFIn Personality, Peta Kecerdasan dan Jalan Kembali. Jakarta: Yayasan STIFIn.
Poniman, F. (2015). 9 Personality Genetik. Jakarta: Yayasan STIFIn
Rachman, Rizal, and Amirul Mukminin. (2018). Penerapan Metode Certainty Factor Pada Sistem Pakar Penentuan Minat dan Bakat Siswa SD, Khazanah Informatika: Jurnal Ilmu Komputer dan Informatika, 4(2), 90-97.
Rezania, V., Su’udiah, F., & Maisaroh, S. (2020). Proceeding books: The 2 nd International Conference and Innovation Exhibiti on Global Education (ICEGE) The Use of STIFin Test and Talents Mapping as an Effort to Find Potential Children in Sekolah Alam Al Izzah. Universitas Muhammadiyah Prof. DR. Hamka, 141–145.
Sabriadi, H. R., & Wakia, N. (2021). Problematika Implementasi Kurikulum Merdeka Belajar di Perguruan Tinggi, Adaara: Jurnal Manajemen Pendidikan Islam, 11(2), 175–184.
Titscher, S., Meyer, M., Wodak, R., & Vetter, E. (2009). Metode Analisis Teks & Wacana (Gazali dkk, Trans.). Yogyakarta: Pustaka Pelajar.
Wiguna, I. K. W., & Tristaningrat, M. A. N. (2022). Langkah Mempercepat Perkembangan Kurikulum Merdeka Belajar, Edukasi: Jurnal Pendidikan Dasar, 3(1), 17. https://doi.org/10.55115/edukasi.v3i1.2296
Yohannes, S, dkk. (2015). Dermatoglyphic Biomarkers & Functional Handedness in Multiple Intelligence, International Journal of Current Research, 7(08). 1-9.
Zed, M. 2008. Metode Penelitian Kepustakaan. Jakarta: Yayasan Obor Indonesia.
