PENERAPAN MODEL PEMBELAJARAN DIFERENSIASI DI KELAS 5 SD BAPTIST MANGGAR

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran diferensiasi di kelas 5 SD Baptist Manggar serta dampaknya terhadap keterlibatan dan hasil belajar siswa. Model pembelajaran diferensiasi merupakan pendekatan yang menyesuaikan proses belajar mengajar berdasarkan kebutuhan, minat, dan gaya belajar siswa. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru di kelas 5 SD Baptist Manggar telah menerapkan pembelajaran diferensiasi dalam aspek konten, proses, dan produk pembelajaran. Strategi yang digunakan meliputi pengelompokan siswa berdasarkan tingkat kemampuan, penyediaan bahan ajar yang bervariasi, serta pemberian tugas dengan pilihan metode penyelesaian. Penerapan model ini terbukti meningkatkan partisipasi aktif siswa dan membantu mereka mencapai hasil belajar yang lebih optimal sesuai dengan kemampuan masing-masing. Meskipun terdapat beberapa tantangan, seperti keterbatasan waktu dan kebutuhan pelatihan guru, model ini dinilai efektif dalam menciptakan pembelajaran yang inklusif dan berpusat pada siswa.

This study aims to describe the implementation of the differentiation learning model in grade 5 of SD Baptist Manggar and its impact on student engagement and learning outcomes. The differentiation learning model is an approach that adjusts the teaching and learning process based on students' needs, interests, and learning styles. This study uses a descriptive qualitative method with data collection techniques through observation, interviews, and documentation. The results of the study indicate that teachers in grade 5 of SD Baptist Manggar have implemented differentiation learning in terms of content, process, and learning products. The strategies used include grouping students based on ability levels, providing varied teaching materials, and giving assignments with a choice of completion methods. The implementation of this model has been proven to increase active student participation and help them achieve more optimal learning outcomes according to their respective abilities. Although there are several challenges, such as time constraints and the need for teacher training, this model is considered effective in creating inclusive and student-centered learning.