Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran berdiferensiasi dalam mata pelajaran Bahasa Indonesia di SLB Negeri Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran Bahasa Indonesia pada peserta didik berkebutuhan khusus di SLB Negeri Banda Aceh telah menunjukkan adanya penerapan pembelajaran berdiferensiasi, baik dalam perencanaan, pelaksanaan, maupun evaluasi. Pada perencanaan, diferensiasi terlihat melalui identifikasi kesiapan belajar, pemetaan kemampuan awal, serta penyusunan target pembelajaran. Pada pelaksanaan, diferensiasi tampak melalui variasi metode, pengulangan materi, penyesuaian tingkat kesulitan tugas, serta pemberian pendampingan sesuai kebutuhan siswa. Sementara itu, pada evaluasi, diferensiasi terlihat pada penyesuaian bentuk dan tingkat kesulitan penilaian berdasarkan kemampuan individu. Namun, penerapan tersebut masih bersifat parsial dan belum sepenuhnya terintegrasi secara komprehensif pada seluruh komponen pembelajaran di setiap jenjang kelas.

This study aims to describe the implementation of differentiated learning in Indonesian language instruction at a special education school in Banda Aceh. A descriptive qualitative approach was used, employing data collection techniques that included observation, interviews, and documentation. Data analysis was conducted through reduction, presentation, and the extraction of conclusions. The results indicate that the implementation of Indonesian language learning for students with special needs at the Banda Aceh school has demonstrated the application of differentiated learning in planning, implementation, and assessment. In planning, differentiation is evidenced through the identification of learning readiness, the mapping of initial skills, and the development of learning objectives. In implementation, differentiation is evidenced through variations in methods, repetition of material, adjustments to the difficulty level of tasks, and the provision of tutoring based on students' needs. Furthermore, in assessment, differentiation is evidenced by adjustments to the format and difficulty level of assessments according to individual abilities. However, this implementation is still partial and has not been fully integrated into all learning components at every educational level.