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