Electronic Theses and Dissertation

Penelitian ini dilatarbelakangi oleh pentingnya peran manajemen kepala sekolah dalam meningkatkan motivasi guru untuk mengimplementasikan pembelajaran berdiferensiasi di sekolah dasar. pembelajaran berdiferensiasi merupakan pendekatan yang menyesuaikan proses belajar mengajar dengan kebutuhan, minat, dan kemampuan peserta didik. namun, pelaksanaannya di sd kecamatan krueng sabee masih menghadapi berbagai kendala, seperti rendahnya motivasi guru, kurangnya pemahaman tentang konsep diferensiasi, serta keterbatasan dukungan manajerial dari pihak sekolah. oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan strategi manajemen kepala sekolah dalam meningkatkan motivasi guru agar mampu melaksanakan pembelajaran berdiferensiasi secara efektif. metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan deskriptif. subjek penelitian terdiri atas 3 orang kepala sekolah dan 6 orang guru di beberapa sd di kecamatan krueng sabee,yaitu sd negeri 1 calang,sd negeri 2 calang dan sd negeri 3 calang. data dikumpulkan melalui wawancara mendalam, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan.hasil penelitian menunjukkan bahwa kepala sekolah menerapkan berbagai strategi manajerial, antara lain melalui pemberian motivasi dan penghargaan, pelaksanaan supervisi akademik yang berkesinambungan, fasilitasi pelatihan profesional, serta penciptaan iklim kerja kolaboratif. strategi tersebut terbukti mampu meningkatkan semangat dan komitmen guru dalam menerapkan pembelajaran berdiferensiasi. selain itu, dukungan kepala sekolah dalam penyediaan sarana pembelajaran serta komunikasi yang terbuka turut memperkuat motivasi guru.berdasarkan hasil penelitian dapat disimpulkan bahwa manajemen kepala sekolah memiliki peran yang sangat penting dalam meningkatkan motivasi guru untuk mengimplementasikan pembelajaran berdiferensiasi di sekolah dasar. strategi manajerial yang diterapkan kepala sekolah, seperti pemberian motivasi dan penghargaan, supervisi akademik yang berkelanjutan, fasilitasi pelatihan profesional, serta penciptaan iklim kerja yang kolaboratif, terbukti mampu meningkatkan semangat, komitmen, dan kesiapan guru dalam melaksanakan pembelajaran berdiferensiasi. selain itu, dukungan kepala sekolah melalui penyediaan sarana pembelajaran dan komunikasi yang terbuka turut memperkuat motivasi guru. dengan demikian, manajemen kepala sekolah yang efektif menjadi faktor kunci dalam keberhasilan penerapan pembelajaran berdiferensiasi di sekolah dasar. kata kunci : manajemen kepala sekolah, motivasi guru, pembelajaran berdiferensiasi

This study is grounded in the importance of school principal management in enhancing teacher motivation to implement differentiated learning in elementary schools. Differentiated learning is an instructional approach that adjusts teaching and learning processes to accommodate students‟ diverse needs, interests, and abilities. However, its implementation in elementary schools in Krueng Sabee Subdistrict continues to face several challenges, including low teacher motivation, limited understanding of differentiated instruction concepts, and insufficient managerial support from school leadership. Therefore, this study aims to describe the management strategies employed by school principals to enhance teacher motivation in effectively implementing differentiated learning. This study used a qualitative descriptive approach. The research subjects consisted of three school principals and six teachers from several elementary schools in Krueng Sabee Subdistrict, namely SDN (State Elementary School) 1 Calang, SDN 2 Calang, and SDN 3 Calang. Data were collected through in-depth interviews, observations, and document analysis, and subsequently analyzed using data reduction, data display, and conclusion-drawing techniques. The findings indicate that school principals implemented various managerial strategies, including providing motivation and rewards, conducting continuous academic supervision, facilitating professional development, and fostering a collaborative work environment. These strategies were found to significantly enhance teachers‟ enthusiasm and commitment to implementing differentiated learning. In addition, principals‟ support through the provision of learning facilities and open communication further strengthened teacher motivation. Based on the findings, it can be concluded that principal management plays a crucial role in enhancing teacher motivation to implement differentiated learning in elementary schools. Managerial strategies such as motivation and reward systems, continuous academic supervision, professional development facilitation, and the creation of a collaborative work climate have proven effective in increasing teachers‟ readiness, commitment, and capacity to implement differentiated instruction. Moreover, principals‟ support through adequate learning resources and open communication further reinforces teacher motivation. Therefore, effective school leadership is a key factor in the successful implementation of differentiated learning at the elementary school level. Keywords: Principal management, teacher motivation, differentiated Learning