Optimization of Moodle-based Learning Management System in Sociology Learning: A Differentiated Approach Analysis

Fahma Fitroti(1), Saliman Saliman(2), Anik Widiastuti(3), Agustina Tri Wijayanti(4),

DOI: https://doi.org/10.46843/jpm.v4i2.472


(1) Universitas Negeri Yogyakarta, Indonesia
(2) Universitas Negeri Yogyakarta, Indonesia
(3) Universitas Negeri Yogyakarta, Indonesia
(4) Universitas Negeri Yogyakarta, Indonesia

Abstract

Sociology learning requires critical, analytical, and reflective thinking, which is often not fully supported by traditional teaching methods. Differentiated learning offers a way to address diverse student needs, and Moodle, as a Learning Management System (LMS), provides a potential platform to support this approach. This study aims to examine how Moodle can optimize differentiated learning in Sociology subjects. Using a quantitative descriptive method, data were collected from 176 students of grades XI and XII majoring in Sociology at SMAN 1 Jogonalan, selected through simple random sampling. The instrument was an online questionnaire with closed-ended Likert scale items and open-ended questions to explore challenges. Descriptive statistical analysis revealed that 48.30% of students rated their Moodle use as high, 26.14% as medium, and 25.57% as low. Students perceived Moodle as useful in increasing learning flexibility, supporting concept understanding, and accommodating individual learning styles. However, limitations were also identified, including insufficient infrastructure and a lack of digital proficiency. The study concludes that Moodle has the potential to strengthen differentiated learning in Sociology. The findings contribute to the development of technology-based learning strategies in secondary education and underscore the need for additional support and training to facilitate effective LMS implementation.

Keywords

Learning Management System; Moodle; Differentiated Approach; Sociology Learning

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References

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