Konsep Pembelajaran Berdiferensiasi di Sekolah Dasar: Sebuah Tinjauan Literatur Sistematis
DOI:
https://doi.org/10.31100/dikdasmatappa.v7i4.4096Kata Kunci:
Pembelajaran Berdiferensiasi, Sekolah Dasar, Kualitas PembelajaranAbstrak
Salah satu upaya dalam memperbaiki kualitas pembelajaran dilakukan melalui praktik pembelajaran yang mengutamakan keberpihakan pada siswa. Praktik pembelajaran berpihak pada siswa dapat dirancang melalui konsep pembelajaran berdiferensiasi. Namun, kurangnya peran guru dalam mencari data kebutuhan dan minat belajar yang dimiliki peserta didik mengakibatkan proses pembelajaran masih cenderung belum mengakomodasi pembelajaran yang memenuhi kebutuhan siswa. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan pelaksanaan pembelajaran diferensiasi yang telah dilakukan di sekolah dasar. Proses tinjauan mencakup pengumpulan dan analisis literatur terkait penerapan pembelajaran berdiferensiasi, dengan fokus pada aspek kesiapan belajar siswa, minat, dan profil belajar. Hasil kajian menunjukkan bahwa pembelajaran berdiferensiasi mampu meningkatkan efektivitas pembelajaran dengan memberikan pengalaman belajar yang lebih personal dan bermakna bagi siswa. Artikel ini diharapkan dapat memberikan wawasan baru dan rekomendasi praktis bagi guru, sekolah, dan pemangku kebijakan dalam mengimplementasikan pembelajaran berdiferensiasi di sekolah dasar.
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