Electronic Theses and Dissertation

Seri amalia. (2026). analisis kompetensi pedagogik guru biologi dalam menerapkan pembelajaran berdiferensiasi dan pembelajaran sosial emosional di provinsi aceh. [tesis. universitas syiah kuala]. dibawah bimbingan dr. wiwit artika, s.si., m.ed., dan dr. hafnati rahmatan, m.si. perubahan kurikulum keniscayaan dalam menjawab perubahan zaman dan perkembanagan teknologi. kurikulum merdeka dengan esensi utamanya merdeka belajar memberikan ruang bagi guru untuk merancang dan menerapkan inovasi dalam pembelajaran, termasuk dalam menerapkan pembelajaran berdiferensiasi dan pembelajaran sosial emosional yang sesuai dengan landasan psikopedagogis kurikulum merdeka. kompetensi guru dalam pembelajaran sangat berkontribusi terhadap keberhasilan implementasi kurikulum. penelitian ini bertujuan menganalisis kompetensi pedagogik guru biologi sma di provinsi aceh dalam menerapkan pembelajaran berdiferensiasi (pbd) dan pembelajaran sosial emosional (pse), membandingkan kompetensi dan persepsi antara guru penggerak (gp) dan bukan guru penggerak (ngp), serta menguji hubungan keduanya. metode yang digunakan adalah survei deskriptif dengan teknik simple random sampling sebanyak 286 guru (ngp n: 223 dan gp n: 63) dari 1603 total populasi guru biologi di provinsi aceh. instrumen penelitian berupa angket penerapan pembelajaran berdiferensiasi dan pembelajaran sosial emosional. hasil penelitian menunjukkan bahwa mayoritas guru biologi di provinsi aceh, baik kelompok guru penggerak (gp) maupun bukan guru penggerak (ngp), memiliki kompetensi pedagogik dalam kategori baik hingga sangat baik dalam mengimplementasikan pembelajaran berdiferensiasi (pbd) dan pembelajaran sosial emosional (pse). uji komparatif juga menunjukkan adanya perbedaan kompetensi yang signifikan dimana gp menunjukkan performa yang lebih optimal dalam penerapan pbd dan pse dibandingkan ngp. hasil uji korelasi spearman menunjukkan adanya hubungan positif yang sangat kuat dan signifikan antara penerapan pbd dan pse dengan nilai r = 0,837 (p < 0,001). hal ini menunjukkan bahwa semakin tinggi kompetensi guru dalam menerapkan prinsip diferensiasi, semakin tinggi pula kemampuan mereka dalam mengelola aspek sosial emosional siswa. kata kunci: pembelajaran berdiferensiasi, pembelajaran sosial emosional, kurikulum merdeka, kompetensi guru, guru penggerak.

Seri Amalia. (2026). Analysis of Biology Teachers' Pedagogical Competence in Implementing Differentiated Learning and Social-Emotional Learning in Aceh Province. [Thesis. Universitas Syiah Kuala]. Under the guidance of Dr. Wiwit Artika, S.Si., M.Ed., and Dr. Hafnati Rahmatan, M.Si. Curriculum change is inevitable in response to changing times and technological developments. An independent curriculum, with its core essence of independent learning, provides space for teachers to design and implement innovations in learning, including the application of differentiated learning and social-emotional learning in line with the psychopedagogical foundations of the independent curriculum. Teacher competence in learning greatly contributes to the successful implementation of the curriculum. This study aims to analyze the pedagogical competence of high school biology teachers in Aceh Province in implementing Differentiated Learning (PBD) and Social Emotional Learning (PSE), comparing the competence and perceptions of Motivational Teachers (GP) and Non-Motivational Teachers (NGP), and testing the relationship between the two. The method used was a descriptive survey with a simple random sampling technique of 286 teachers (223 NGP and 63 GP) from a total population of 1,603 biology teachers in Aceh Province. The research instrument was a questionnaire on the application of differentiated learning and social-emotional learning. The results showed that the majority of biology teachers in Aceh Province, both Motivational Teachers (GP) and Non-Motivational Teachers (NGP), had pedagogical competencies in the Good to Very Good category in implementing Differentiated Learning (PBD) and Social Emotional Learning (PSE). The comparative test also showed a significant difference in competence, with GP showing more optimal performance in the application of PBD and PSE compared to NGP. The Spearman correlation test results showed a very strong and significant positive relationship between the application of PBD and PSE with a value of r = 0.837 (p < 0.001). This indicates that the higher the teachers' competence in applying the principles of differentiation, the higher their ability to manage the social-emotional aspects of students. Keywords: Differentiated Learning, Social-Emotional Learning, Merdeka Curriculum, Teacher Competence, Motivational Teachers.