Digital-Based Differentiated Teaching Materials (Barista) on The Material of Writing Procedure Texts
Digital-Based Differentiated Teaching Materials (Barista) on The Material of Writing Procedure Texts

Summary/Abstract: Background/purpose. Differentiated teaching materials are a source of quality and meaningful learning for students because they are prepared based on students' needs. Materials/methods. This research includes development research using the ADDIE model which aims to describe the profile of digitalbased differentiated teaching materials (Barista) in procedural text writing material for class VII students. The object of this research is digital-based differentiated teaching materials (Barista) in learning to write procedure texts for class VII students in three schools, namely Junior High School 1 Parepare, Junior High School 4 Parepare, and Junior High School 5 Parepare. The number of students studied at each school was 50, so the total number of students in this study was 150. Data collection in this research used a questionnaire for material experts and media experts to reveal the suitability of teaching materials and a questionnaire for student and teacher responses to reveal the practicality of digital-based differentiated teaching materials (Barista) in learning to write procedural texts. Results. The results of this research are digital-based differentiated teaching materials (Barista) on the topic of "Writing Procedure Texts," which can be accessed online, offline, and in print. The validator team considered these teaching materials very suitable for use and students and teachers considered them very practical. Conclusion. This study developed digital-based differentiated teaching materials (Barista) for procedural writing, tailored to students' learning needs (readiness, interests, profiles) through content, process, and product differentiation, integrated with digital media (videos, interactive quizzes). The flipbook/PDF materials were validated as highly suitable for Phase D (grade VII). Trials in three schools confirmed their practicality for both teachers and students.

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