IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN IPS KELAS V SD NEGERI RAULO KABUPATEN GOWA
DOI:
https://doi.org/10.23969/jp.v11i02.46534Keywords:
differentiated instruction, Social Studies, learning outcomesAbstract
This study aims to examine the implementation of differentiated instruction in Social Studies for fifth-grade students at SD Negeri Raulo, Gowa Regency, identify the supporting and inhibiting factors, and analyze students’ learning outcomes. This research employed a qualitative approach with a descriptive design and case study method. The research subjects consisted of a teacher and fifth-grade students. Data were collected through interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results showed that differentiated instruction had been implemented through the adjustment of content, process, and product based on students’ characteristics, although it was not yet optimal. Supporting factors included teacher awareness and school support, while inhibiting factors included limited facilities and time constraints. The implementation had a positive impact on students’ engagement, motivation, and understanding.
Downloads
References
Anggraeni, D., et al. (2023). Implementasi pembelajaran berdiferensiasi dalam meningkatkan hasil belajar siswa sekolah dasar. Jurnal Pendidikan Dasar, 7(2), 120–130.
Aprima, R. (2022). Pengaruh diferensiasi produk terhadap hasil belajar siswa. Jurnal Inovasi Pendidikan, 5(1), 45–52.
Arifin, J., & Munir, M. (2021). Strategi pembelajaran adaptif dalam kelas heterogen. Jurnal Pendidikan Indonesia, 10(3), 210–218.
Damiati, D., Junaedi, J., & Junaedi, E. (2024). Tantangan implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka. Jurnal Ilmiah Pendidikan, 9(1), 55–64.
Efendi, R., Muhtar, T., & Herlambang, Y. (2023). Pembelajaran student-centered dalam Kurikulum Merdeka. Jurnal Pendidikan dan Pembelajaran, 8(2), 134–142.
Fitriyah, N., & Bisri, M. (2023). Efektivitas pembelajaran berdiferensiasi dalam meningkatkan hasil belajar siswa sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 9(1), 15–24.
Hidayat, A. (2024). Pengaruh pembelajaran kooperatif dalam diferensiasi terhadap keterampilan sosial siswa. Jurnal Pendidikan, 12(1), 88–97.
Idawati, I., Nursalam, N., & Darmayanti, D. (2024). Inovasi pembelajaran berbasis kearifan lokal dalam meningkatkan hasil belajar siswa. Jurnal Pendidikan Dasar, 10(1), 75–84.
Jannah, S. (2025). Implementasi pembelajaran berdiferensiasi dan tantangannya di sekolah dasar. Jurnal Pendidikan Indonesia, 11(2), 101–110.
Mariati, M., et al. (2021). Implementasi Kurikulum Merdeka dalam pembelajaran sekolah dasar. Jurnal Pendidikan Nasional, 6(2), 90–98.
Marlina. (2020). Pembelajaran berdiferensiasi di sekolah dasar. Jakarta: Kencana.
Marks, A., et al. (2021). Principles of differentiated instruction in modern classrooms. International Journal of Education, 13(2), 45–60.
Pratomo, H., et al. (2023). Implementasi Kurikulum Merdeka dalam meningkatkan kualitas pembelajaran. Jurnal Pendidikan Indonesia, 9(2), 200–210.
Setyawati, R. (2022). Kebijakan pendidikan dan implementasi pembelajaran berdiferensiasi. Jurnal Kebijakan Pendidikan, 5(1), 33–40.
Sari, D. (2024). Problematika pembelajaran berdiferensiasi di sekolah dasar. Jurnal Pendidikan Dasar, 8(1), 60–68.
Tomlinson, C. A., & Imbeau, M. B. (2019). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
Wahyuningtyas, N., et al. (2023). Model pembelajaran berdiferensiasi dalam meningkatkan hasil belajar siswa. Jurnal Pendidikan Dasar, 9(2), 150–160.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
