The Level of Implementation of Differentiated Instruction by Teachers at SMP Negeri 2 Pasir Limau Kapas
Keywords:
Differentiated Instruction, Merdeka Curriculum, Teacher Implementation, Differentiation Strategy, Quantitative Survey, Professional CollaborationAbstract
Differentiated instruction is a pedagogical approach that tailors teaching strategies to the diverse needs, readiness levels, interests, and learning styles of students. This study aims to investigate the extent to which teachers at SMP Negeri 2 Pasir Limau Kapas have implemented differentiated instruction within the context of the Kurikulum Merdeka (Independent Curriculum). Employing a quantitative approach, the study utilized a survey method involving 20 actively teaching educators at the school. The research instrument was a Likert-scale questionnaire encompassing indicators of differentiation in content, process, product, and learning environment. Data were analyzed using descriptive statistics via SPSS. The results indicate a high level of differentiated instruction implementation, with an average questionnaire score of 87.45 and a standard deviation of 8.049. Most teachers have applied formative assessment, adapted instructional methods, and varied learning materials according to students' needs. Despite challenges such as limited training opportunities and administrative workload, differentiated teaching practices have been consistently applied. The discussion highlights that the findings align with previous research emphasizing the importance of differentiation strategies in enhancing student engagement and learning outcomes. In contrast to several studies reporting low implementation levels, the success observed in this school underscores the significance of teacher motivation and a collaborative professional culture. This study recommends continuous professional development, academic supervision, and professional collaboration as key strategies to strengthen the implementation of differentiated instruction in schools, particularly in alignment with local contexts and the diverse characteristics of students.
References
Arumsari, F., & Susanti, R. (2024). Strategi guru dalam menerapkan pembelajaran berdiferensiasi pada Kurikulum Merdeka. Jurnal Pendidikan Inklusif, 12(1), 45–58.
Azmy, A., & Fanny, N. (2023). Penerapan pembelajaran berdiferensiasi dalam Kurikulum Merdeka: Studi kasus di SMP. Jurnal Ilmu Pendidikan, 21(3), 210–223.
Blaz, D. (2023). Differentiated instruction: A guide for world language teachers (3rd ed.).Routledge.https://doi.org/10.4324/9781003293293routledge.com+2taylorfrancis.com+2barnesandno ble.com+
Chipika, S., Musingafi, M. C. C., & Mhishi, M. (2023). Differentiated instruction: A tool for inclusive teaching and learning. International Journal of Educational Studies, 9(1), 33–48.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Fitra, Y. (2022). Asesmen formatif dalam mendukung pembelajaran berdiferensiasi. Jurnal Evaluasi Pendidikan, 10(1), 67–75.
Gheyssens, E., Consuegra, E., Engels, N., & Struyven, K. (2020). Differentiated instruction in primary education: A systematic review of research between 2006 and 2016. Educational Research Review, 30, 100312. https://doi.org/10.1016/j.edurev.2020.100312
Hajis, A., & Othman, A. (2024). Professional development in differentiated instruction: Challenges and strategies. Malaysian Journal of Education, 49(1), 15–27.
Herawati, D., Syamsurizal, & Pramono, R. (2024). Efektivitas pembelajaran berdiferensiasi dalam peningkatan hasil belajar matematika. Jurnal Pendidikan Matematika, 14(2), 112–125.
Heryanti, D., Rosnita, & Mulyani, E. (2023). Keberagaman peserta didik pesisir dan implikasi terhadap implementasi kurikulum. Jurnal Pendidikan Kontekstual, 7(1), 33–45.
Lavania, M., & Nor, F. M. (2020). Differentiated instruction: Bridging theory and practice in inclusive classrooms. International Education Studies, 13(4), 34–41. https://doi.org/10.31838/jcr.07.06.51scirp.org+6files.eric.ed.gov+6scirp.org+6
Muthaharoh, R., Syafrudin, & Hapsari, R. (2024). Kesiapan guru dalam menerapkan pembelajaran berdiferensiasi di sekolah pinggiran. Jurnal Pendidikan Daerah, 9(1), 88–102.
Noviandari, L. (2024). Pemahaman guru terhadap Kurikulum Merdeka dan implikasinya dalam pembelajaran.
Jurnal Kurikulum dan Pembelajaran, 11(1), 20–34.
Nuraini, T., Wibowo, A., & Prasetya, H. (2024). Tugas berdiferensiasi dalam pembelajaran matematika SMP. Jurnal Inovasi Pendidikan, 16(2), 135–148.
Nurhasna, E., Abdullah, A., & Maulida, N. (n.d.). Pendidikan kontekstual di daerah pesisir: Sebuah kajian etnopedagogi. [Manuskrip belum diterbitkan].
Nurlatifah, A., & Munandar, I. (2024). Pengaruh pembelajaran berdiferensiasi terhadap motivasi belajar siswa SMP. Jurnal Psikologi Pendidikan, 14(1), 71–84.
Nurwidiawati, D., Rahayu, S., & Iskandar, T. (2024). Pelatihan guru berbasis teknologi dalam mendukung pembelajaran berdiferensiasi. Jurnal Teknologi Pendidikan, 19(1), 59–70.
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects on student achievement. Educational Studies in Mathematics, 97(3), 327–
349. https://doi.org/10.1016/j.learninstruc.2018.01.009uu.nl
Puspitasari, D., Kartika, Y., & Rahmadani, N. (2024). Peran guru dalam desain pembelajaran adaptif: Analisis implementasi Kurikulum Merdeka. Jurnal Pendidikan dan Inovasi, 12(2), 122–134.
Setioyuliani, D., & Andaryani, N. (2023). Kendala implementasi Kurikulum Merdeka: Studi kualitatif pada guru SMP. Jurnal Penelitian Pendidikan, 18(2), 101–113.
Sipahutar, L., Manurung, T., & Lumbanraja, M. (2024). Peran pelatihan profesional dalam implementasi kurikulum baru. Jurnal Kependidikan, 25(1), 45–58.
Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner- friendly classroom (2nd ed.). Solution Tree Press.otb.ie+2scirp.org+2archive.org+2
Suryati, R., Mulyani, E., & Nasution, H. (2023). Beban administrasi guru dan dampaknya terhadap kualitas pengajaran. Jurnal Administrasi Pendidikan, 13(1), 75–88.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
