PEMAHAMAN GURU GEN Z TERHADAP PEMBELAJARAN BERDIFERENSIASI PADA KURIKULUM MERDEKA DI TINGKAT SEKOLAH DASAR

Abstract

The teacher's task as the spearhead of education is not only to convey material to students but also to ensure that students can understand the material according to their level of ability so that learning does not become a burden. In this research, the method used is descriptive qualitative with data collection through interviews, observation and documentation. This research was carried out in one of the elementary schools in Serang City. The focus of this research is to determine the extent of Gen Z teachers' understanding of differentiated learning. In differentiated learning, teachers are required to teach material by paying attention to students' level of readiness, interests and learning styles. There are 3 aspects that teachers can differentiate so that students can understand the material they are studying, namely the content aspect, the process aspect, and the assessment aspect. This research concludes that generation Z teachers understand what differentiated learning is, how differentiated learning is carried out, and understand the principles of differentiated learning. In this research, it was found that generation Z teachers understand differentiated learning through training either carried out by institutions or professional organizations or independent training through independent teaching platforms. However, the implementation of differentiated learning has not been implemented optimally, this is because the number of group members is less than ideal for implementing differentiated learning, as well as the teacher's readiness in preparing learning media which is less than optimal.