Conceptions of Differentiated Instruction: A Case Study of Junior High School Mathematics Teachers

Penulis

  • Imam Sujadi Universitas Sebelas Maret, Surakarta, Indonesia
  • Riki Andriatna Universitas Sebelas Maret, Surakarta, Indonesia
  • Budiyono Universitas Sebelas Maret, Surakarta, Indonesia
  • Ira Kurniawati Universitas Sebelas Maret, Surakarta, Indonesia
  • Arum Nur Wulandari Universitas Sebelas Maret, Surakarta, Indonesia
  • Yuli Bangun Nursanti Universitas Sebelas Maret, Surakarta, Indonesia

DOI:

https://doi.org/10.23887/jpp.v57i1.67949

Kata Kunci:

Merdeka Curriculum, Differentiatied Instruction, Mathematics Learning

Abstrak

Pembelajaran berdiferensiasi merupakan pendekatan dalam pembelajaran yang merujuk pada kemampuan dan kebutuhan individu siswa, baik kesiapan siswa, minat, atau profil belajar siswa. Dalam pelaksanaan pembelajaran, diferensiasi yang dilakukan merujuk pada diferensiasi konten, proses, dan produk. Penelitian ini merupakan penelitian kualitatif dengan tujuan mendeskripsikan konsepsi guru Matematika terhadap pembelajaran berdiferensiasi serta implementasinya dalam mendukung Kurikulum Merdeka. Teknik pengumpulan data menggunakan angket yang disebarkan kepada 27 guru Matematika SMP di kota Surakarta. Hasil penelitian menunjukkan bahwa konsepsi guru matematika terhadap implementasi pembelajaran berdiferensiasi pada mata pelajaran matematika sudah baik, secara konsep teoritis maupun pada saat implementasinya. Guru sudah dapat memahami konsep pembelajaran berdiferensiasi secara umum dan melihat perbedaannya dengan pembelajaran yang dilaksanakan selama ini. Namun demikian, guru masih mengalami kesulitan atau hambatan dalam pelaksanaan pembelajaran berdiferensiasi hambatan dalam perancangan pembelajaran berdiferensiasi, waktu pembelajaran yang relatif terbatas, pengelolaan kelas, dan keterbatasan pengetahuan guru pada beberapa aspek dari pembelajaran berdiferensiasi secara mendalam.

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Unduhan

Diterbitkan

2024-05-17

Cara Mengutip

Sujadi, I., Andriatna, R., Budiyono, Kurniawati, I. ., Wulandari, A. N., & Nursanti, Y. B. (2024). Conceptions of Differentiated Instruction: A Case Study of Junior High School Mathematics Teachers. Jurnal Pendidikan Dan Pengajaran, 57(1), 22–34. https://doi.org/10.23887/jpp.v57i1.67949

Terbitan

Vol 57 No 1 (2024): April

Bagian

Articles

Lisensi

Hak Cipta (c) 2023 Imam Sujadi, Riki Andriatna, Budiyono, Ira Kurniawati, Arum Nur Wulandari, Yuli Bangun Nursanti

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