TEACHER'S ABILITY TO IDENTIFY STYLE CHILDREN'S LEARNING AS A SUPPORT FOR LEARNING DIFFERENTIATION IN EARLY CHILDHOOD (Case Study of Independent Curriculum Implementation at Unesa Labschool Kindergarten 1)

Penelitian ini dilatar belakangi oleh pentingnya peran guru dalam memahami karakteristik anak didik seperti gaya belajar. Gaya belajar setiap individu berbeda-beda, khususnya dalam pembelajaran berdiferensiasi dimana pembelajarannya disesuaikan dengan kemampuan, minat dan kebutuhan anak, sehingga guru harus bisa memenuhi hal tersebut. Penelitian ini bertujuan untuk mendeskripsikan kemampuan guru dalam mengidentifikasi gaya belajar anak sebagai penunjang pembelajaran berdiferensiasi (Studi Kasus Implementasi Kurikulum Merdeka di TK Labschool Unesa 1). Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Hasil penelitian menunjukkan bahwa guru kelompok A dan B di TK Labschool Unesa 1 melakukan identifikasi terhadap gaya belajar anak di kelas, guru sudah memahami gaya belajar anak secara teoritis, dan mampu memilih strategi pembelajaran yang tepat untuk anak. Guru di TK Labschool Unesa 1 peduli terhadap berbagai perbedaan gaya belajar anak dan juga inklusifitas, menyesuaikan pembelajaran sesuai kemampuan dan minat anak, serta tidak memaksa anak. Guru di TK Labschool Unesa 1 memiliki keterampilan untuk memfasilitasi tiap gaya belajar anak baik visual, auditori, dan kinestetik, serta mampu untuk menyelenggarakan pembelajaran berdiferensiasi dilihat dari gaya belajar anak.

Kata kunci : gaya belajar, pembelajaran berdiferensiasi.

This research was motivated by the importance role of the teacher’s in understanding the characteristics of students such as learning styles. Each individual's learning style is different, especially in differentiated learning where the learning is adapted to the abilities, interests and needs of the child, so the teacher must be able to fulfill this. This study aims to describe the teacher's ability to identify children's learning styles as a support for differentiated learning (Case Study of Implementation of Independent Curriculum in Kindergarten Labschool Unesa 1). This research uses a qualitative approach with a case study type. The results showed that group A and B teachers at Unesa Labschool Kindergarten 1 identified the learning styles of children in class, teachers already understood children's learning styles theoretically, and were able to choose appropriate learning strategies for children. Teachers at Unesa Labschool Kindergarten 1 care about differences in children's learning styles and also inclusiveness, adjust learning according to children's abilities and interests, and do not force children. Teachers at Unesa 1 Labschool Kindergarten have the skills to facilitate each child's learning style both visual, auditory and kinesthetic, and are able to organize differentiated learning seen from the child's learning style.

Keyword : learning style, learning differentiation