Penerapan Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka Pada Pembelajaran Bahasa Indonesia Kelas IV Sekolah Dasar di SDN Lakarsantri I/472 Surabaya

Application of Differentiated Learning in the Independent Curriculum in Indonesian Language Learning Class IV Elementary Schools at SDN Lakarsantri I/472 Surabaya

Keberagaman karakteristik peserta didik menjadi salah satu tantangan bagi pendidik dalam melaksanakan pembelajaran. Kemampuan guru dalam mengakomodasi keberagaman karakteristik dan minat peserta didik adalah kunci keberhasilan proses pembelajaran itu sendiri. Model Pembelajaran Berdiferensiasi merupakan upaya adaptasi di dalam kelas untuk memenuhi kebutuhan belajar peserta didik. Oleh karena itu, ingin dikaji lebih lanjut bagaimana pelaksanaan Pembelajaran Berdiferensiasi pada pembelajaran Bahasa Indonesia, serta bagaimana dampak Pembelajaran Berdiferensiasi pada pembelajaran Bahasa Indonesia untuk peserta didik kelas IV SDN Lakarsantri I/472 Surabaya. Penelitian ini berjenis kualitatif dengan pendekatan deskriptif. Pengumpulan data penelitian diperoleh melalui wawancara, observasi, dan dokumentasi. Sehingga instrumen penelitian yang digunakan terdiri dari lembar pedoman wawancara, panduan observasi, dan dokumentasi. Data yang diperoleh dianalisis dengan teknik analisis data yang terdiri dari Data reduction (reduksi data), Data Display (Penyajian data), dan conclusion drawing/ Verification (Verifikasi). Berdasarkan pemaparan analisis data hasil penelitian disimpulkan bahwa terdapat beberapa tahapan yang harus terpenuhi dalam pembelajaran Bahasa Indonesia berdiferensiasi yaitu melakukan pemetaan kebutuhan peserta didik melalui asesmen diagnostik, merancang perencanaan Pembelajaran Berdiferensiasi sesuai kebutuhan peserta didik, dan melakukan evaluasi dan merefleksi pembelajaran yang sudah berlangsung. Penerapan pembelajaran Bahasa Indonesia berdiferensiasi memberikan dampak positif bagi peserta didik yang ditunjukkan dengan meningkatnya semangat dan antusias peserta didik selama pembelajaran.

Kata Kunci: Pembelajaran Berdiferensiasi, Kurikulum Merdeka, peserta didik

The diversity of student characteristics is one of the challenges for educators in carrying out learning. The teacher's ability to accommodate the diversity of characteristics and interests of students is the key to the success of the learning process itself. The differentiated learning model is an adaptation effort in the classroom to meet the learning needs of students. Therefore, researchers want to examine further how the implementation of differentiated learning in Indonesian language learning, as well as how the impact of differentiated learning on Indonesian language learning for fourth grade students at SDN Lakarsantri I/472 Surabaya. This research is a qualitative type with a descriptive approach. Collection of research data obtained through interviews, observation, and documentation. So that the research instruments used consisted of interview guide sheets, observation guides, and documentation. The data obtained were analyzed using data analysis techniques consisting of data reduction, data display, and conclusion drawing/verification. Based on the presentation of the research data analysis it was concluded that there are several stages that must be fulfilled in differentiated Indonesian language learning, namely mapping the needs of students through diagnostic assessments, designing differentiated learning plans according to the needs of students, and conducting evaluations and reflecting on learning that has already taken place. The application of differentiated Indonesian learning has a positive impact on students as shown by the increased enthusiasm and enthusiasm of students during learning.

Keywords: Differentiated Learning, Independent Curriculum, students