ANALISIS PELAKSANAAN PEMBELAJARAN BERDIFERENSIASI GURU MATEMATIKA SMAN 2 GRABAG KABUPATEN MAGELANG SEBAGAI IMPLEMENTASI KURIKULUM MERDEKA
DOI:
https://doi.org/10.46368/kjpm.v5i1.3039Abstract
Abstrak: Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran berdiferensiasi oleh guru matematika di SMAN 2 Grabag, Magelang sebagai bagian dari implementasi Kurikulum Merdeka. Pembelajaran berdiferensiasi bertujuan untuk menyesuaikan konten, proses, dan produk berdasarkan kebutuhan, minat, dan tingkat kesiapan peserta didik. Penelitian ini menerapkan metode deskriptif kualitatif. Penelitian ini dilaksanakan di SMA Negeri 2 Grabag dengan responden 5 guru matematika yang mengajar di SMAN 2 Grabag. Teknik pengumpulan data yang digunakan meliputi angket, wawancara, observasi dan dokumentasi. Hasil dari penelitian menunjukkan pembelajaran berdiferensiasi sudah dilaksankan oleh guru matematika di SMAN 2 Grabag namun masih belum maksimal, terutama pada aspek konten dan proses. Pada aspek produk, semua strategi pembelajaran berdiferensiasi sudah dilaksanakan dalam pembelajaran di kelas. Kekurangannya yaitu pelaksanaan yang kurang maksimal seperti penugasan kepada peserta didik yang masih seragam tanpa variasi yang menyesuaikan dengan kemampuan atau minat peserta didik
Kata Kunci: Pembelajaran berdiferensiasi; Guru Matematika; Kurikulum Merdeka.
Abstract : This study analyze the implementation of differentiated learning by mathematics teachers at SMAN 2 Grabag, Magelang as part of the implementation of the Merdeka Curriculum. Differentiated learning aims to adapt content, processes and product based on students' needs, interests and level of readiness. This study applies a qualitative descriptive method. This study was carried out at SMA Negeri 2 Grabag with respondents as 5 mathematics teachers who taught at SMAN 2 Grabag. Data collection techniques used include questionnaires, interviews, observation and documentation. The results of the research show that differentiated learning has been implemented by mathematics teachers at SMAN 2 Grabag but is still not optimal, especially in the content and process aspects. In the product aspect, all differentiated learning strategies have been implemented in classroom. The drawback is that implementation is less than optimal, such as assignments to students that are still the same without variations to suit the students' abilities or interests
Keywords: Differentiated learning; Mathematics Teacher; Merdeka Curriculum.
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