IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA:STUDI KASUS GURU SD DI KELAS HETEROGEN DI SD N 26 PEMECUTAN

Abstract

This study aims to describe the planning, implementation, assessment, challenges,
and impacts of differentiated learning implementation at SD N 26 Pemecutan. This
study used a qualitative approach with a case study research type. Data collection
techniques were carried out through observation, interviews, and documentation.
This study applied the theories of student-centered learning, constructivism theory,
individual differences theory, assessment for learning, behavioristic theory, and
social learning theory as the basis for research analysis. The data were analyzed
through data reduction, data presentation, and conclusion drawing. The results
showed that differentiated learning was implemented through adjustments to
learning content, processes, and assessments according to students’ abilities.
Teachers used strategies such as small group learning, scaffolding, peer tutoring,
and various learning media. The challenges faced included time management,
students’ learning readiness, and limited facilities. However, teachers made various
efforts such as personal approaches, learning reflection, and flexible learning
strategies. The implementation of differentiated learning had a positive impact on
students’
activeness,
self-confidence, and learning comprehension in
heterogeneous classrooms.