IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA UNTUK MENGAKOMODASI KEBERAGAMAN SISWA PADA SEKOLAH DASAR
DOI:
https://doi.org/10.35719/akselerasi.v5i2.716Keywords:
Kurikulum Merdeka, Sekolah Dasar, Pembelajaran BerdiferensiasiAbstract
ABSTRACT
This study aims to explore the implementation of differentiated instruction in the Merdeka Curriculum at SD Negeri Kramat 3 and its impact on student motivation and participation. The research method employed is a qualitative approach with field research. Data analysis techniques include data reduction, data presentation, conclusion drawing, and verification. The results indicate that the implementation of differentiated instruction effectively accommodates student diversity. The instruction is conducted through stages including diagnostic assessment, implementation with content, process, and product differentiation, performance and feedback, and comprehensive assessment. Each learning style—auditory, visual, and kinesthetic—is specifically addressed, allowing students to learn in a way that best suits their preferences. Additionally, the implementation of differentiated instruction has a positive impact on student motivation and participation, evidenced by increased student interest in lessons, the number of students actively asking questions, participation in class discussions, enthusiasm in completing tasks, and involvement in group activities.
ABSTRAK
Penelitian ini bertujuan untuk mengeksplorasi penerapan pembelajaran berdiferensiasi dalam Kurikulum Merdeka di SD Negeri Kramat 3 dan dampaknya terhadap motivasi serta partisipasi siswa. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis penelitian lapangan. Teknik analisis data meliputi reduksi data, penyajian data, penarikan kesimpulan, dan verifikasi. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berdiferensiasi efektif dalam mengakomodasi keberagaman siswa. Pembelajaran ini dilakukan melalui tahapan asesmen diagnostik, pelaksanaan pembelajaran dengan diferensiasi konten, proses, dan produk, serta asesmen yang menyeluruh. Setiap gaya belajar auditori, visual, dan kinestetik diperhatikan, memungkinkan siswa untuk belajar sesuai dengan preferensi mereka. Selain itu, penerapan pembelajaran berdiferensiasi juga memberikan dampak positif terhadap motivasi dan partisipasi siswa, dengan peningkatan minat siswa terhadap pelajaran, jumlah siswa yang aktif bertanya, partisipasi dalam diskusi kelas, semangat menyelesaikan tugas, dan keterlibatan dalam kegiatan kelompok.
Kata Kunci: Pembelajaran berdiferensiasi, Kurikulum merdeka, Sekolah Dasar
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