Penelitian ini bertujuan mengembangkan media pembelajaran BADAS (Belajar Asyik Kebudayaan Surabaya) berbasis pendekatan differentiated learning yang berorientasi sebagai media pembelajaran untuk membantu siswa kelas V SD dalam mempelajari kebudayaan Surabaya. Menggunakan model pengembangan ADDIE (Analyze, Design, Develop, Implement, Evaluate), penelitian ini menghasilkan media pembelajaran berbasis Google Sites yang valid, praktis, dan efektif. Hasil validasi menunjukkan persentase kelayakan dari ahli materi 82%, ahli media 95%, perangkat modul ajar 82%, dan perangkat pretest-posttest 82%. Berdasarkan aspek kepraktisan, respons siswa mencapai 89,56% (sangat praktis) dan respons guru 100% (sangat praktis). Keefektifan media dibuktikan dengan peningkatan pemahaman siswa berdasarkan Uji-T yang menunjukkan perbedaan signifikan antara pretest dan posttest, dengan rata-rata N-Gain 0,699 (kategori sedang). Kesimpulannya, media BADAS berbasis differentiated learning terbukti valid, praktis, dan efektif untuk pembelajaran IPAS tentang kebudayaan daerah Surabaya pada siswa kelas V SD. Media BADAS direkomendasikan sebagai opsi pembelajaran budaya lokal kelas V SD di bawah pengawasan guru atau orang tua dan memerlukan internet stabil. Bagi pengembang selanjutnya, disarankan memperbaiki ukuran font, menambah kosakata, dan menyesuaikan konten dengan perkembangan teknologi agar media tetap relevan.

Kata Kunci: Pengembangan, BADAS, differentiated learning, Kebudayaan Surabaya, IPAS

This research aims to develop a learing media BADAS (Fun Learning of Surabaya Culture) based on a differentiated learning approach oriented as a learning media to help fifth-grade elementary school students in studying the culture of Surabaya. Using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) development model, this research produced a Google Sites-based learning media that is valid, practical, and effective. Validation results showed feasibility percentagesfrom content experts at 82%, media experts at 95%, teaching module devices at 82%, and pretest-posttest instruments at 82%. Based on the practicality aspect, student responses reached 89.56% (very practical) and teacher responses reached 100% (very practical). The effectiveness of the media was proven by the improvement in student understanding based on T-Test results that showed a significant difference between pretest and posttest, with an average N-Gain of 0.699 (medium category). In conclusion, the BADAS media based on differentiated learning proved to be valid, practical, and effective for IPAS learning about Surabaya regional culture for fifth-grade elementary school students. Based on the research, the BADAS media is recommended as an option for 5th-grade local culture learning, suggesting use under teacher or parent supervision and requiring a stable internet connection. For future developers, it is advised to improve font size for readability, expand vocabulary lists, and continuously adapt the content to technological advancements to maintain the medias relevance.

Keywords: Development, BADAS, differentiated learning, Surabaya culture , IPAS