Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengevaluasi pembinaan kinerja guru dalam meningkatkan efektivitas pembelajaran berdiferensiasi di Sekolah Dasar Kecamatan Pidie, dengan fokus pada SD Negeri Langgo dan SD Negeri 2 Peukan Pidie. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui wawancara dengan guru dan kepala sekolah, serta observasi terhadap proses pembelajaran yang diterapkan. Hasil penelitian menunjukkan bahwa program pembinaan kinerja guru dirancang untuk meningkatkan efektivitas pembelajaran berdiferensiasi melalui berbagai strategi. Guru di SD Negeri Langgo lebih menekankan asesmen diagnostik dan observasi perilaku siswa dalam menentukan strategi pembelajaran, sementara guru di SD Negeri 2 Peukan Pidie lebih mengutamakan komunikasi aktif dengan siswa. Misalnya, di SD Negeri Langgo, guru menggunakan hasil asesmen diagnostik untuk menyesuaikan metode pembelajaran bagi siswa yang mengalami kesulitan membaca, sehingga pemahaman mereka meningkat. Sementara itu, di SD Negeri 2 Peukan Pidie, guru yang rutin berdiskusi dengan siswa mendapati bahwa banyak di antara mereka lebih termotivasi belajar ketika diberikan kebebasan bertanya. Peran kepala sekolah sangat krusial dalam mendukung keberhasilan pembelajaran berdiferensiasi, dengan pendekatan berbeda di masing-masing sekolah. Kepala sekolah SD Negeri Langgo lebih menitikberatkan pada coaching dan mentoring individual, sedangkan kepala sekolah SD Negeri 2 Peukan Pidie mengembangkan komunitas belajar bagi guru. Pelaksanaan program pembinaan melibatkan berbagai bentuk pelatihan, pendampingan, serta evaluasi berkala terhadap kinerja guru. Meskipun terdapat tantangan seperti keterbatasan sumber daya dan variasi pemahaman guru tentang diferensiasi pembelajaran, strategi pembinaan yang diterapkan mampu membantu guru dalam menyesuaikan metode pengajaran dengan kebutuhan siswa. Kesimpulan dari penelitian ini menunjukkan bahwa pembinaan kinerja guru memiliki peran signifikan dalam meningkatkan efektivitas pembelajaran berdiferensiasi. Keberhasilan implementasi sangat bergantung pada dukungan kepala sekolah, pelatihan yang berkelanjutan, serta kolaborasi antara guru dan pemangku kepentingan lainnya.

This study aims to evaluate teacher performance development in enhancing the effectiveness of differentiated instruction in elementary schools in the Pidie District, focusing on State Elementary School Langgo and State Elementary School 2 Peukan Pidie. The research employed a qualitative method with a descriptive approach. Data were collected through interviews with teachers and principals, as well as classroom practices observations. The findings indicated that teacher performance development programs were designed to improve the effectiveness of differentiated instruction through various strategies. Teachers at State Elementary School Langgo emphasized diagnostic assessments and student behavior observation to determine instructional strategies, whereas teachers at State Elementary School 2 Peukan Pidie prioritized active communication with students. For instance, at State Elementary School Langgo, teachers used diagnostic assessment results to tailor instruction for students struggling with reading, resulting in improved comprehension. Meanwhile, at State Elementary School 2 Peukan Pidie, teachers who regularly engaged in discussions with students found that many became more motivated to learn when given the freedom to ask questions. The role of the school principal proved very crucial in supporting the success of differentiated instruction, with each school taking a unique approach. The principal at State Elementary School Langgo focused on individual coaching and mentoring, while the principal at State Elementary School 2 Peukan Pidie fostered teacher learning communities. The implementation of the performance development program involved various forms of training, mentoring, and regular evaluation of teacher performance. Despite challenges such as limited resources and varying levels of teacher understanding regarding differentiated instruction, the applied development strategies effectively supported teachers in adapting instructional methods to meet student needs. The study concluded that teacher performance development plays a significant role in improving the effectiveness of differentiated instruction. Successful implementation relies heavily on principal support, ongoing professional development, and collaboration among teachers and other stakeholders.