ANALISIS PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PADA MUATAN IPS SD

DIFFERENTIATED LEARNING ANALYSIS TO IMPROVE CRITICAL THINKING SKILLS IN SOCIAL SCIENCE CONTENT IN ELEMENTARY SCHOOLS

Problematika pembelajaran IPS di SD yaitu guru masih menggunakan metode ceramah dan hafalan sehingga guru menyamaratakan pembelajaran di kelas. Padahal setiap peserta didik memiliki karakteristik yang beragam dalam belajar. Hal tersebut menyebabkan ketertarikan siswa terhadap mata pelajar IPS menurun dan kemampuan berpikir kritis siswa rendah. Salah satu pendekatan untuk mengatasi permasalahan tersebut adalah guru menerapkan pembelajaran diferensiasi supaya peserta didik tertarik dan nyaman saat pembelajaran sebab pembelajaran diferensiasi mampu mengakomodasi kebutuhan peserta didik sehingga dapat meningkatkan suatu keterampilan berpikir kritis. Tujuan penelitian tertulis yakni untuk mengetahui pengalaman penerapan pembelajaran berdiferensiasi, makna pembelajaran berdiferensiasi bagi guru guna meningkatkan suatu keterampilan berpikir kritis siswa dan menganalisis implementasi pembelajaran berdiferensiasi dalam mata pelajaran IPS di SD. Metode penelitian yang digunakan yakni kualitatif dengan pendekatan studi kasus. Analisis data dilaksanakan yakni triangulasi dengan menggabungkan hasil observasi, wawancara, dan dokumentasi. Penelitian dilaksanakan di kelas VB SDN Banjarsugihan 2 Surabaya. Hasil penelitian memperlihatkan bahwasannya guru berpengalaman dan kompeten dalam penerapan pembelajaran berdiferensiasi karena mengikuti pelatihan, komunitas belajar dan narasumber webinar. Guru memaknai pembelajaran berdiferensiasi sebagai pembelajaran yang nyaman dan memenuhi kebutuhan belajar siswa dengan karakteristik yang beragam. Guru melaksanakan pembelajaran diferensiasi dengan diintegrasikan dengan model pembalajaran Cooperative Learning Tipe TPS dan memenuhi indikator keterampilan berpikir kritis.

Kata Kunci: Pembelajaran diferensiasi, Pembelajaran IPS, Keterampilan berpikir kritis.

The problem with social studies learning in elementary schools is that teachers still use lecture and rote memorization methods so that teachers generalize learning in class. Even though each student has various characteristics in learning. This causes students' interest in social studies subjects to decrease and students' critical thinking abilities are low. One approach to overcoming this problem is for teachers to apply differentiation learning so that students are interested and comfortable when learning because differentiation learning can accommodate students' needs so that they can improve critical thinking skills. The written research aims to find out the experience of implementing differentiated learning, the meaning of differentiated learning for teachers to improve student's critical thinking skills, and analyze the implementation of differentiated learning in social studies subjects in elementary schools. The research method used is qualitative with a case study approach. Data analysis was carried out, namely triangulation by combining the results of observations, interviews, and documentation. The research was carried out in the VB class of the Banjarsugihan 2 elementary school, Surabaya. The research results show that teachers are experienced and competent in implementing differentiated learning because they have participated in training, learning communities, and webinar speakers. Teachers interpret differentiated learning as learning that is comfortable and meets the learning needs of students with diverse characteristics. Teachers carry out differentiation learning by integrating it with the TPS Type Cooperative Learning learning model and meeting critical thinking skills indicators.

Keywords: Differentiated learning, Social studies learning, Critical thinking skills.