PROBLEMATIKA GURU DALAM IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DI MADRASAH IBTIDAIYAH

Nanta Ainun Zaroh, Bagus Cahyanto, Lia Nur Atiqoh Bela Dina

Abstract


In Indonesia, various curricula have been implemented, ranging from the Competency Based Curriculum (KBK) to the Independent Curriculum, which emphasizes intracurricular and differentiated learning. Differentiated learning is an approach that is tailored to students' needs, abilities, interests and learning styles. Although it is hoped that it can encourage active and independent learning, the implementation of differentiated learning at MINU Sumberpasir faces various challenges. This research aims to explore teacher problems in planning, implementing and assessing differentiated learning. The method used is a qualitative approach with case studies, involving observation, interviews and documentation. The research results show that the main problems in planning include a lack of understanding of the Merdeka curriculum, as well as a lack of encouragement regarding differentiated learning. In implementation, obstacles arise from the diverse conditioning of students and ineffective time allocation. Apart from that, challenges in assessment include the preparation of assessment indicators that are not optimal and the assessment time is long. Therefore, although the Merdeka curriculum offers great opportunities, its implementation still faces obstacles that require more attention to training and more equitable incentives for educators.

 

Keywords: Differentiated Learning, Elementary School, Teacher Problems.


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