Electronic Theses and Dissertation

Pembelajaran berdiferensiasi merupakan pendekatan pembelajaran yang mengakomodasi keberagaman karakteristik dan kebutuhan belajar siswa di dalam kelas. Meskipun demikian, setiap satuan pendidikan memiliki karakteristik yang berbeda, sehingga diperlukan analisis lebih lanjut mengenai bagaimana pembelajaran berdiferensiasi diterapkan di SDN 1 Pagar Air Aceh Besar. Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran berdiferensiasi dalam mata pelajaran IPAS kelas VI pada materi rangka, sendi, dan otot di SDN 1 Pagar Air Aceh Besar. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian adalah guru dan siswa kelas VI, sedangkan fokus penelitian yaitu perencanaan dan pelaksanaan pembelajaran berdiferensiasi. Teknik pengumpulan data dilakukan melalui observasi pembelajaran, wawancara dengan guru, dan dokumentasi modul ajar. Data yang diperoleh dianalisis dengan cara menelaah dan mengaitkan hasil dari ketiga sumber data untuk memperoleh gambaran pelaksanaan pembelajaran secara utuh. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi dilaksanakan dengan diawali pemetaan karakteristik, kebutuhan, dan kecenderungan gaya belajar siswa yang digunakan sebagai dasar penyusunan perangkat ajar dan pemilihan media pembelajaran. Pada pelaksanaannya, diferensiasi konten tampak melalui penggunaan media pembelajaran yang beragam sesuai gaya belajar siswa, meskipun materi yang diberikan masih sama untuk seluruh siswa. Diferensiasi proses diterapkan melalui variasi metode, aktivitas pembelajaran, serta pendampingan yang disesuaikan dengan kebutuhan siswa, sedangkan diferensiasi produk diterapkan melalui pemberian kebebasan kepada siswa dalam menghasilkan produk belajar dengan tujuan pembelajaran yang sama. Dapat disimpulkan bahwa pelaksanaan pembelajaran berdiferensiasi mencerminkan praktik pembelajaran yang kontekstual, mengakomodasi keberagaman siswa, dan mendukung pencapaian tujuan pembelajaran.

Differentiated learning is an instructional approach that accommodates the diversity of students’ characteristics and learning needs in the classroom. However, each educational institution has different characteristics, making further analysis necessary to examine how differentiated learning is implemented at SDN 1 Pagar Air, Aceh Besar. This study aims to analyze the implementation of differentiated learning in the IPAS subject for Grade VI on the topic of the skeletal system, joints, and muscles at SDN 1 Pagar Air, Aceh Besar. This research employs a qualitative approach with a descriptive research design. The research subjects consist of the teacher and Grade VI students, while the focus of the study is on the planning and implementation of differentiated learning. Data were collected through classroom observations, teacher interviews, and analysis of instructional modules. The data were analyzed by examining and connecting findings from the three data sources to obtain a comprehensive description of instructional practices. The results of the study indicate that differentiated instruction was implemented beginning with the mapping of students’ characteristics, learning needs, and learning style tendencies, which served as the basis for developing instructional materials and selecting learning media. In practice, content differentiation was reflected in the use of varied learning media aligned with students’ learning styles, although the same learning material was still provided to all students. Process differentiation was implemented through the use of varied teaching methods, learning activities, and differentiated guidance based on students’ needs, while product differentiation was realized by allowing students to demonstrate their learning outcomes through different products while maintaining the same learning objectives. It can be concluded that the implementation of differentiated instruction reflects contextual teaching practices that accommodate student diversity and support the achievement of learning objectives.