Exploring Teacher's Challenges of Employing Differentiated Learning in Senior High School
ABSTRAK
Kata Kunci: Pembelajaran berdiferensiasi, Tantangan mengajar, Solusi mengajar
Pembelajaran berdiferensiasi adalah metode penyesuaian kemampuan, kebutuhan, dan gaya belajar siswa. Siswa menerima perlakuan yang berbeda sesuai dengan kebutuhan mereka. Pembelajaran berdiferensiasi ini mencakup aspek-aspek konten, proses, produk, dan lingkungan belajar. Namun, dalam mengimplementasikan metode ini, guru menghadapi beberapa tantangan yang harus dipecahkan. Peneliti menggunakan wawancara dan observasi dalam mengumpulkan data sehingga penelitian ini bersifat deskriptif. Metode penelitian ini menggunakan pendekatan kualitatif. Partisipan dalam penelitian ini adalah seorang guru bahasa Inggris di salah satu SMA di Surabaya yang sedang menerapkan metode pembelajaran berdiferensiasi sehingga dijadikan studi kasus. Penelitian ini menyimpulkan bahwa pembelajaran berdiferensiasi dalam kelas berbicara dapat menghadapi hambatan dalam 4 aspek pembelajaran berdiferensiasi yaitu konten, proses, produk, dan lingkungan dan atmosfer belajar. Salah satu hambatan adalah kurangnya pengenalan awal guru terhadap siswa sehingga kurangnya keakraban dengan karakter siswa. Secara keseluruhan, penerapan pembelajaran berdiferensiasi belum optimal, terutama dalam hal proses. Guru masih menganggap semua proses pembelajaran sama untuk gaya belajar siswa yang berbeda. Meskipun demikian, guru telah menemukan solusi untuk aspek konten, produk, dan lingkungan dan atmosfer belajar. Solusi ini berhasil membuat siswa merasa nyaman dalam belajar karena sesuai dengan kemampuan, karakter, gaya belajar, dan kebutuhan siswa.
ABSTRACT
Keywords: Differentiated learning, Teaching challenges, Teaching Solutions
Differentiated learning is the method of adjusting students' skills, needs, and learning styles. Students receive different treatments according to what they need. This differentiated learning includes content, process, product, and learning environment aspects. However, in implementing this method, teachers experience several challenges that must be resolved. The researchers employed interviews and observation in collecting the data so this study is descriptive. This study uses a qualitative method. The participant of this study is an English teacher at one of the Senior High Schools in Surabaya who is implementing a differentiated learning method so this is included as a case study. This study concluded that differentiated learning in speaking class may have obstacles in terms of 4 aspects of differentiated learning namely content, process, product, and learning environment and atmosphere. Because the classroom teacher didn’t recognize the student at first. So, there is less familiarity with the students' characters. In conclusion, the application of differentiated learning is not optimal, especially in terms of process. The teacher equates all learning processes with students' different learning styles. Regardless, the teacher has found solutions for content, product, and learning environment and atmosphere aspects. She implemented it in the classroom. This solution succeeded in making students comfortable in learning because it suited students' skills, character, learning style, and needs.