




































 

 
EDUCATIO : Journal Of Education 

Volume 1 , Number 2, November 2016 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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Non-graded Education: 

Recognition of Individual Differences 

 

Yuni Masrifatin 
STAI Mifahul 'Ula Kertosono Nganjuk 

yunimasrifatin@gmail.com 
 
 

Published:  
November 30 2016 

Reviewed:  
September 16 2016 

Accepted: 
August 13 2016 

 
Abstract: The objective of this research is to develop a non-graded education 
models in this model, the curriculum materials are adapted into sequentially 
arranged materials. Students are grouped on the bases of Reviews their ages, it 
is possible to have a variety of learning materials and a variety of learning 
activities within one classroom at the same time. An individual is mastery 
learning approach is implemented. The location of research was in the town of 
Surakarta. The initial activity was adapting the existing curriculum materials into 
sequential learning units. The non ~ graded model was tried out in grade 1 of 
SO Al Firdaus with 62 students (parallel classes). Research results indicate: i) 
The initial levels of competence of students in a classroom are heterogeneous. 
2) In terms of language and sequence of materials, the adapted curriculum 
package was rated as excellent, but in appropriateness to the levels of 
development, a few materials for the lower grades need to be revised. 3) 
Teachers and parents Agreed on the heterogeneity of classes in schools, but 
disagreed on the feasibility of multilevel curriculum materials and multi-
modality of learning. The two groups Also Agreed on the low competence of 
teachers in teaching non-graded classrooms. 4) After one year in progress, the 
non-graded models Showed beneficial for fast and slow learners. 

 
Keyword:  non-graded, inclusive, progressive, open education. 

 

Introductory 

classes in schools in Indonesia actually a heterogeneous class, but the 

difference is less individual attention in learning system used. In one survey in 

one area in Surakarta, among students who go up to grade 2 elementary school, 

mailto:yunimasrifatin@gmail.com


  
 

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the number of students who received the original score of four or less than four 

on replay summative reached 13% for mathematics and 11% for Indonesian. In 

fact, they took the class because it meets the criteria increases based on the 

average score of all subjects. In grade 2, they will start with to the same subject 

matter. Further impacts of learning that do not pay attention to individual 

differences is the potential for superior children do not develop optimally, by 

contrast, children who lasted also not getting adequate guidance.1 

In 1962, the National Society for the Study of Education focused its yearbook 

publishing a special review of individual differences that may be regarded as the 

most comprehensive review first.2 Individual differences can be seen from the 

results of standardized tests. In children of preschool age, individual differences 

can be found at terms of physical development, motor behavior, the behavior 

of the intellectual, emotional and social behavior. Among adolescents aged 

children found differences between the others in terms of their physical, 

intellectual functioning, and personality. Among college students found 

differences in terms of academic potential ability, social background, attitudes, 

values, interests, and motivations. Except that, also found differences in 

individual INTAR. For example, 10% of children including the best in reading 

skills maybe only have the mathematical ability is average or even below 

average. 

 

Theory basis 

Peterson states two-dimensional individual differences are closely 

associated with the field of education, namely intelligence and personality. 

Intelligence is generally defined as a score of a person on intelligence tests, 

                                                      
1 Sunardi, Absorption Materials Curriculum Grade 1 SD (Unpublished Research Report, 2002). 
2 NB Henry, individualizing Instruction: The Sixty-First Yearbook Of The NSSE (Chicago, the NSSE, 

1962). 



  
 

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covering broad aspects, from general knowledge to verbal - reasoning intelligence 

or general have long been of interest to educators because of their close 

relationship with the learning outcomes, although nobody knows where the 

cause and which consequently ,3 As stated by Tyler, the higher the level of 

intelligence of the child, the higher the study results, the length of schooling, 

and more positive attitude toward school; but it is also true that more  

schooling tend to increase the capability generally.4 

The second dimension of individual differences is a personality also 

attracted a lot of attention psychologists to study. Psychologists try to measure 

one's personality in social situations to measure character. Coverage tests 

among others, include depression, masculinity(masculinity-feminity),social 

introversion, sociability, responsibility, tolerance, flexibility, and so on.5 Among 

the various personality traits that are often studied by psychologists, there are 

two characters that have a closely linked with learning at school, that is the type 

of cognitive(cognitiveor learningstyles)and the control center(locusofcontrol). 

Cognitive Type is a characteristic way of someone organize and process 

information or experience.6 Cognitive types are often classified into four 

dimensions, namely between field dependence to independence ield,between 

cognitivecomplexity with cognitivesimplicity,the type refrektif with impulsive and 

nervous modality choice in receiving information. Research has shown that 

cognitive lipe very important in the learning process.7 

The control center is the way children understand the causes of success 

and failure. The control center is generally divided into external and internal. 

                                                      
3 PL Peterson, Individual Differences in Mitzet HE, The Encyclopedia Of Educational Research (New 

York: Free Press). 
4 LE Tyler, Individual Differences: Abilities And Motivational Direction (Englewood Cliffs: Prentice 

Hall, 1974). 
5 PL Peterson, Individual Differences. 
6 S. Messick, Individuality In Learning (San Francisco: Jossey-Bass, 1976). 
7 PL Peterson, Individual Differences. 



  
 

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Children who have more external control centers tend to believe that success or 

failure is caused by external factors, such as chance, luck, help teachers, or tasks 

that are too easy or too difficult. In contrast, children with type internal control 

center more inclined to believe that the causes of success and failure are internal 

factors in him, such as ability or effort .. And much of this research, comes the 

term learnedhelplessness,the feeling that the failure is caused by low skill levels, 

and feeling that success was due to external factors such as the help of others or 

how easy matter. Since both the causes (internal and external) are outside the 

control of the child, if the characteristics of helpness learned thisin a child, then 

the child will not want to try.8 

The educational model that takes into account individual differences in 

fact have started to be developed in the twentieth century. In the Dalton Plan is 

quite popular in the 1920s in the United States, Europe, and the Soviet Union, 

for instance, the education program is divided into two, namely academic 

programs and professional programs. The materials are arranged sequentially 

academic program, and students learn at a pace individually according to his 

ability. 9 In the professional program, all children learn together. Another 

concept, the Winnetka Plan developed by Professor Winnetka from the City 

University of Ne w York in the 1920s, allowing students to learn at their own 

pace for subjects of reading, writing, arithmetic in the morning, then work in 

groups to social sciences, sports, or creativity in the afternoon.10 At the same 

time, influenced by the views of Dewey, Kilpatrick develop the Project Method 

which emphasizes problem solving and the freedom of students. In contrast to 

conventional school material, the subject matter in the form of troubleshooting 

                                                      
8 MY Convington and RG Berry, Self Worth And School Learning (New York: Holt, Rinehart and 

Winston, 1976). 
9 JR Lawry, The Dalton Plan in MJ Dunkin, The International Encyclopedia Of Teaching And Teacher 

Education (Oxford: Pergamon, 1987), 214-219. 
10 JR Lawry, The Winnetka Scheme in MJ Dunkin, The International Encyclopedia, 216-217.  



  
 

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(more functional), and students have the freedom to choose the issues to be 

studied.11 

Walberg suggests a taxonomy of learning services psychological model 

that takes into account individual differences, consists of seven models, the 

selection, enrichment, acceleration, hierarchical diagnostics, diagnostic random, 

multimodal, and multivalent. Taxonomy Walberg is simplified by Rohwer, 

Rohwer, and Bhowe into four simple models, namely the selection of, 

remediation, diversification of learning and learning with the aim of diversifying 

the double.12 

Except for the above models, actual many models have the same basic 

assumptions and utarna characteristics, such as open education, progressive education, 

free education, open space education, integrated day plan,or an alternativeschool.These 

models have characteristics include 1) the participation of children dalarn goal 

setting; 2) variations in the curriculum, learning activities, and media; 3) use of 

space and equipment flexibly; 4) freedom of children chose the task of teachers; 

5) schedule is not rigid; 6) individual learning in the form of small groups, each 

child forward at its own pace, the child can choose the method belajamya; 7) 

multi-class and multi abi age-ladies; 8) as a resource teacher, counselor, 

diagnosis; 9) less widely utilize conventional tests, many take advantage of 

teacher's notes, evaluation aims to steer students, a lot of self-evaluation by the 

students; and 10) the role of children in a classroom setting rules. 13 

Based on the results of several meta-analyzes conducted by Horwitz 

1979, Peterson 1979, and Hedges and Giaconia 1987, the educational model 

that takes into account individual differences is superior to the traditional 

                                                      
11 JR Lawry, The Project Method dalam MJ Dunkin, The International Encyclopedia, 217-219. 
12 HJ Walberg, Psycology Theories Of Educational Individualization dalam H. Talmage, System Of 

Individualized Education (Barkeley: Mc Cuthen, 1975). 
13 RM Glaconia, Open Versus Formal Methods dalam MJ Dunki, The International Encyclopedia, 246-

257. 



  
 

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teaching model, especially in the non-academic aspects such as attitude and 

behavior of children. In terms of academic skills (reading, writing, arithmetic), 

Scottish average is no different, but the range of scores showed the superiority 

of non-traditional classes.14 

One review of the effectiveness of innovative learning model (open) has 

been done by Horwitz with the characteristics of flexibility in where to study, 

student selection on PBM, rich learning materials, and learning more individual 

or small group, not classical. From the research between 1930 until the 1940s, it 

is known that in terms of the ability akade-mik subjects, open learning is not 

lower than traditional learning; but there are all featured the students' initiative, 

problem-solving skills, general knowledge about the world, and the 

participation of social,. Of the 102 pieces of research between the 1950s until 

the 1960s that direviu, the results vary both in terms of academic willing-even 

nonakademik.15 

In a review of Lloyd distinguish various terminilogi for non-traditional 

learning, such as the mixed class, the class of multi-level, multi-age class, 

nongradasi class, family class and open education. Mixed class is a class that 

consists of two or three groups of levels, but each level is treated as a separate 

class.16 

Multi-level classes such actual mixed classes, but consists of more than 

three in the space to the same level. In the multi-age classroom, children of 

different ages in the same class with different teaching programs according to 

class level. Darhinak nongradasi class consisting of various ages, the difference, 

here each child is considered as part of that class, not part of a certain level, 

                                                      
14 RM Glaconia, Open Versus Formal Methods dalam MJ Dunki, The International Encyclopedia, 257. 
15 RA Horwitz, “Psycological Effects Of The Open Classroom”, Review Of Educational 

Research,Vol. 49, No. 1, 71-86.  
16 L. Lloyd, “Multiage Classes And High ABlility Students”, Review Of Educational Journal 

Research, Vol. 69, No. 2, pp, 187-212. 



  
 

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progress depends on the progress and potential in-dividu children. Outdoor 

Education backs possess the same philosophical foundation with nongradasi 

class, as well as the implementation of learning, but a greater emphasis is given 

to the openness and freedom of children. In one reviews the truth is focused on 

the impact of open education gifted children, Lloyd cites a review of the results 

of previous studies conducted by Slavin in 1987, by Rogers in 1991, by Kulik 

and Kulik 1991, Lou, Abrami, Spence, Poulsen , Chambers, and d'Apollonia in 

1996, and Veenman in 1995. by-kan results of several hundred pieces of pene-

Litian largely reviewed with the meta-analysis techniques, can disirnpulkan that 

open or nongradasi class does not harm children's academic achievement 

talented, even these classes has advantages such as keman-dirian nonacademic, 

socialization, self-esteem, keterbuka's, cooperation, attitude toward school, and 

motivation. For children excel, even recommended to avoid 'grouped in 

homogeneous classes, because academic disadvantage.17 

The purpose of this study was to develop a model of education that 

takes into account individual differences in Indonesia, called nongradasi models 

are expected to be used as learning models existing penyempumaan. By learning 

models based on individual differences, high caliber child-kinkan dirnung-tance 

finish early pension program more quickly, on the contrary, children are 

included later can obtain individual guidance according to their needs. 

Nongradasi developed educational model derived from the concept of 

the Winnetka Plan that basically rnengizinkan child to learn to pace themselves 

cent on subjects hierarchical, ie reading, writing, and arithmetic. By Rohwer, 

Rohwer, and Bhowe, this model is called diversification of learning. This model 

is considered suitable to be developed at the level of basic education in 

Indonesia for their demands to the same core kurikuhnn typically uses. 

Teachers no longer have to adapt the curriculum, which is an adaptation of 

                                                      
17 L. Lloyd, “Multiage Classes And High ABlility Students”, 212. 



  
 

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learning diperIukan speed sespai with children.18 

 

Methods 

This study included research and development located in the city of 

Surakarta. Penelilian activity begins with mapping the competence grade 1 

primary school to see the level of achievement of competence. Mapping is done 

individually by teachers, by providing a check on the principal that has been 

mastered by children. At the same time, activities will adapt curriculum 

materials all basic school subjects (minus the religion) into packets nongradasi 

curriculum involves four core teachers for seliap kecarnatan level subjects. 

Adaptation of the curriculum materials validated by language experts and two 

experts each substance to seliap subjects. by looking at the following aspects: 1) 

clarity (accuracy) language; 2) the accuracy of the order maleri; and 3) 

compliance with the developmental level of students (the level of difficulty, 

interest). For each category, the reviewers were asked to provide an evaluation 

by the range of 1) very bad; 2) bad; 3) sufficient; 4) good; and 4) very good. The 

results are presented in a descriptive review. 

Adaptation package then tested in the 1st grade Al Firdaus by the 

number of students 62 people. SD was chosen because the courage to hold the 

innovation foundation. To determine the response of teachers and parents 

towards education model nongradasi, used a Likert scale developed by the 

research team. The scale consists of 28 items developed statement of 6 (six) 

indicator responses to nongradasi education, namely: 1) the diversity of the 

characteristics of learners in the classroom; 2) the diversity of learning materials; 

3). diversity of teaching and learning activities; 4) diversity assessment; 5) 

increase of the classroom; and 6) the ability to handle heterogeneous classes. 

Most items in the form of positive statements, some negative. The respondents 

                                                      
18 JR Lawry, The Winnetka Scheme dalam MJ Dunkin, The International Encyclopedia. 



  
 

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submit its response to each statement by choosing among four choices: strongly 

disagree 1), disagree 2) Disagree 3), and very amenable 4). Their responses can 

be seen from the average score of the whole grain and, the average score on 

seliap indicator. The response of 29 primary school teachers and 50 parents Al 

Firdaus class 1 presented descriptively. 

Academic impact of the educational model nongradasi. see the map of 

competence grade 1 at the end of the school year. Map showing competence of 

topics that have been completed by the student., In-presented descriptively. 

 

Results and Discussion 

1. Results 

a. Map Capability Students 

Pemelaan initial ability of students is done individually at midterm 1, 

using pa-ket nongradasi curriculum that matter ajarnya been arranged 

sequentially. Material mathematics in the 1st half is divided into 10 levels, and at 

the time of mapping, the teacher is teaching material S.level 

abilitymath second grade 1 school seemed normal. About 65% of 

students are at level, namely the level of S. However, there are a small number 

are still at lower levels, even the second level, there are also actually existed at 

level 8. Yet pembelajaranbaru at the level of S. 

Map reading and writing competence 1 in the second grade students of 

the school were also normal. There are students who soared, there is also a 

terlinggal. Penelili trying to calculate the correlation between read-write 

capability with the ability to mate-Matika. In grade 1 above, very Linggi 

mathematical abilities correlated (0.99) with read-write (p <.0.01). 

  

In the curriculum developed by the Research and Development 

Department, the main referral teachers in designing estab-belajaran is Kompe-



  
 

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tension Standard packages are arranged to seliap subjects. There are three things 

outlined, namely: (1) basic competence; (2) learning outcomes; and (3) indicator. 

However, the description contained in this package is still very common, 

requires teachers to develop it further. 

 For the mathematics classroom 1 semester 1, for example, there are 

only two basic competencies specified in column 1 of the textbooks, which 

follows seperli. 

a) Demonstrate understanding of the concept of numbers using its chips and 

in solving problems. 

b) Doing pengluncuran and use in solving problems. After checking in 

column 2 (the learning outcomes) and column 3 (indicator), then known 

that the pressure in the first half is the operation of addition and 

subtraction of numbers from 1 to 10. By a team of researchers and 

teachers essence, this format is organized into more clear and operational, 

so that the contents of the columns clearer dam assist teachers in planning 

lessons. In the fields of competence, for example, the statement changed 

to: 

Demonstrate understanding of the concept of number count up to 20 and 

use them in problem solving. 

 

These competencies are then broken down hierarchically arranged, for 

example, be a lot of learning outcomes are as follows. 

Table 1. ExampleMathematics Curriculum        
             

K

l  Competence  

Learning 

Outcomes  Indicator    

1

.

1  1 Shows pema- 1  Mention  1  Tell  

the 

child  



  
 

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haman concept of 

numbers   

many objects 

to 5   counting  

   

carah and 

mengunakan-       

obje

ct 

t

o 5,  ie.  

   in solving its       

marbles 

;. 

grav

el,  

   about        

pen

cil    

     2  Sort  2  Show BE-  

       

sd 

numbers 

a

n

d   

ho

w the  

    

s

e

t

,   the smallest    

objects, 

smuhchild  

           sort  

 

 

Competenceis then broken down into a lot of learning outcomes that 

are arranged in a hierarchical manner, for example: Mention many objects to 5, 

sequence numbers from the smallest to 5 , comparing the number of objects up 

to 5 ff. Column indicator contains instructions or examples of how to evaluate 

each of the expected learning outcomes, for example: Show me the number of 

objects to 5, send the child to count, show some number of objects to 5, send 

the child to show bigger, and so on. 

Table 2: Examples of Indonesian Kurikulun         
               

K

l  

Kompele

nsi    Results Belaiar   

Indicator

s   

I 1 Listening and mem  1 Imitating the o Telchild   



  
 

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.

1 

.. sou

nd 

of 

n

e 

l Me- 

   

distinguishso

unds 

o

r   certainor voices    soundsa wild or  

   

soun

d           imitatingsound,  

              ie. kenda- sound  

              

raan

, pets,  

              waves  

  2 

Familiarize 

attitude  1 Shows 

attit

ude 1  

Tel

l 

children  

du-  

   rnembacacorrect   to sit properly    

duk with 

theattitude  

              right  

       2 

distance   

between the eyes 2  Amatijarak  

        

den "an obvek 30 

em       

 

total of two experts and respective languages each of two experts for 

each subject substance of subjects from colleges provide an evaluation of the 

curriculum adaptation package. the review presented in Table 3 below: 

Table 3. the results of the expert review of curriculum 

N

o

. aspect 

Score 
 

(stadart 5)  

  
 

1 Clarity in language 4.5 
 

2 Compliance with thelevel 3.0 
 

     student progress  
 



  
 

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3 Kesuaian   withinterests 3.0 
 

 student  
 

4 Rules of order materials 4.7 
 

 

like tediha! in Table 3, the reviewer gives a score high enough on the 

aspect of clarity in terms of language and the sort order for the material. But, 

for compliance with the level of development and interests of students, the 

reviewer gives a score that is not so high. In qualitative evaluations were then 

clarified verbally, pa-ra experts (which partially completed graduate in western 

countries with family and mengirirnkan their children to primary / secondary in 

the country) found the material primary school curriculum in the early grades, 

especially mathematics, tedalu difficult for students. In mathematical 

operations, for example, in grade 1 students must do an operation that involves 

abstract thinking process. However, because the curriculum materials adapted 

from the national curriculum, not much can be done. 

b. Raport nondegradasi 

Nongradasi rapot designed to provide as much information as possible 

for parents and teachers. 

Table 4. SampleMaternatika       
         

K

l Competence 

Learning 

Outcomes   Date & Initials 

L

1 1 Menunjukklm 1 Mention  

o

n

e  

  

conceptual 

understanding  many 

obj

ects    

  

of numbers   caeah   

and  s.d5     

  using them 2 Sort  2  

  in solving problems  ofof sd    



  
 

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numbers 

    

the 

smalles

t     

 

partinside of rapot nongradasi lists each subject matter kurikulurn of 

kurikulurn nongradasi. The difference is, there is an additional column to write 

down the date of each subject completed by students. Here's an example of a 

description of the child's kernajuan rnatematika subjects and knowledge of 

social, !. 

Table 5. Summary of Kernajuan Student Sample  

First Level Year Semester 1 Study: 

Student   Name: 

Identification   Number: 

 

 

The initial part of the book report cards (Table 5) contains a chart 

rangkurnan child's level of achievement for all eye pela-distance, compared with 

a target that should have been achieved. Master classes will give dashes indicate 

the level of achievement of children for each subject at the end of the 1st half 

lingkat 1. Columns of dark color indicates the level that should have been 

achieved. Mastery level below the line means the child is slow, or above the line 



  
 

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means the child more quickly. 

c. Response Educators and Parents  

In urnum, teachers urnumnya have a more positive response than the 

parents (Table 6). This makes sense, because teachers have more mernahami 

essence pendiclikan nongra-tie rather than the parents who only know of 

explanation a day at the time of assignment. Both groups realize that the 

condition is heterogeneous classes, but parents tidakbegitu sure to diversify the 

curriculum materials, estab-belajaran activities, evaluation, especially on the 

system class rise, the two groups also agreed not so confident in the ability of 

teachers to handle ketas nongradasi. 

  

Table 6: Response educators and parents 

N

o. Factor 

Teache

r  

   Parent 

1 Heterogeneity class 3.3 3.3 

2 Diversification maleri pembelaiaran 3i 3 2.5 

3 Diversification kelriatan belaiar 3.2 2.5 

4 beracuan Evaluation criteria 3.1 2.7 

5 The increase in mastery-based classes 3.0 2.4 

6 Readinessnongradasi class teaching 2.5 2.7 

 

d. academic Impact 

 

digarnbarkan academic impact of the level of completeness of every 

student on every issue on the ku-rikulurn stated dalarn level. Level 1 means that 

the student is still in a position of complete material belurn 1st half 1st Class 

Level 2 means that already in the 2nd half position, but belurn thoroughly 

throughout the material. Level 3 means the finished material right at the end of 



  
 

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the 2nd half of the 2nd semester Level 4 means the student has been studying 

the material grade 2 semesters 1. Level S means that students have learned the 

material the 2nd half 2nd grade 

math subjects, there were 1.5% of students who has studied the class 

materials 2 semesters 2, there are 18% who have studied the 1st half of the 

material grade 2. Indeed the vast majority (67%) menun-taskan material 

according to the calendar. There are still 12% of students who completed the 

material belurn 2nd semester grade 1 and grade l tika starters. still 1.5% were 

still studying mathematics. 

As in mathematics, the Indonesian language teaching, there are students 

who mulaimempelajari curriculum 2nd semester grade 2 (3%), the semester 

curriculum materials 1 class 2 (18%), there are those who are in a position not 

finished 2nd semester classes 1 (4%), and there were still studying the matter of 

semester 1 class 1 (4%). Most of it is completed on time (70%). 

What is different is the thoroughness map for social science subjects. 

There is no one person who had not yet completed siswapun 2nd semester 

grade material 1. The majority (91%) completed on time, there was a 9% who 

have studied the material first half of the class 2. 

For other subjects, especially those that do not require a lot of ability to 

think, such as physical education and health and handicraft and art does not 

happen a lot of variety. All students complete academic material according to 

schedule. 

  

Discussion 

 

of normal school class mapping showed that the level of student ability 

heterogeneous. Among the students who grade, about 10% of them earn a 

score of four or less in les summative mathematics and Indonesian. This 



  
 

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condition is also recognized by teachers and parents. This supports the results 

of the study are summarized ole.h The National Society for the Study of Education in 

1962 on the acquisition of student differences in raw les. Indeed, the study did 

not focus on the differences in intelligence as proposed by Peterson, but given 

the high association between intelligence and achievement, can dipasikan that 

the intelligence capabilities of students in ordinary schools also vary. 

After nongradasi models tested in grade 1, proved to be some of the 

children have been able to study the materials of class 2, even some who have 

studied rnateri 2nd half 2nd class, there are children rnasih rneskipun 

rnernpelajari first half of the material grade 1. This is a superior benefit 

children, such as review the results of research conducted by Lloyd that 

nongradasi class is not prejudicial to the gifted child. Children who are slow to 

learn it is possible according to their own rhythm with special guidance from 

teachers. This model is conducive to inclusive education implemenlasi 

diamanalkan by UNESCO and has begun its application by the Education 

Ministry in the various regions. The essence of inclusive education is that seliap 

students, however his condition; thirsty are given the opportunity to learn in 

any school. This mandate will have implications for the more heterogeneous 

classes in ordinary schools. 

Lerhadap uncertainty about the ability of teachers can be attributed to a 

class tend to be large (30-40 students) with only a classroom teacher, the 

teacher should feel unprepared to handle nongradasi class. Based on oral 

testimony and of langgapan terlulis in angkel, be an additional administrative 

work load. This happens because the teachers are still working on two types of 

administration, which is the conventional model and the model nongradasi. If 

you only do one of Salu, the administration felt nongradasi models are lighter 

than conventional admininistrative. A bit lucky in the school there are teachers 

escort provided by the foundation. The teacher assistant background in 



  
 

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psychology or special education. The accompanying teachers helping teachers 

deal with students who demonstrate grade deviation, both classes (superior) 

rnaupun down (learning problems). 

 

Closing 

A. Conclusions 

Condition school classes in ordinary hornogen, can be seen in the 

results of summative tests of mathematics and Indonesian. Among the students 

who grade, there are a number of students with very low scores, but the grade, 

because the criteria for using the increase in the average score sernua subjects. 

Given the limitations, the model nongradasi it can be implemented in 

public schools. With the development of curriculum adaptation package 

nongradasi, with maleri arranged sekeunsial, modify classroom teachers kegialan 

pernbelajaran so varied. One obstacle is kernampuan teacher Salu me-nangani 

relatively large class. Concerns of parents show up, probably because of the 

prevailing sistern not like it. 

With nongradasi models, seen children rnaju at their own pace, although 

most include normal kelornpok. Kids dirnungkinkan superior finish kurukulum 

material faster than the targeted time, otherwise a slow child should not be 

drowned because they had to learn the material beyond its means. 

 

B. Suggestions 

 

Model nongradasi correspond to the real conditions in the school 

classes that proved heterogeneous. With this model, children can learn in 

accordance with the rhythm, so that students excel possible to go forward with 

speed, slow children obtain adequate birnbingan. Model nongradasi is also a 

precondition for inclusive education irnplementasi being promoted by 



  
 

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UNESCO and the government. Seeing these facts, this model should be tested 

in a broader scope. 

This study is a beginning. The test is only performed in one class for 

one year, and in such a relatively short time, research can only look at the 

feasibility dar! nongradasi models in the field. Further research is needed to see 

the broader impact, eg on a long-term student achievement and social-

emotional impact. 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



  
 

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Volume 1, Number 2, November 2016 | 155  

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Lloyd, L. "Multiage Classes and High Ability Students." Review of 

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Messick, S. Individuality in Learning. San Francisco; Jossey-Bass. 1976. 

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Talmage, H. Systems of Individualized  Education. Berkeley: Mc Cutchen. 1975. 

  

 

 


