Faktor yang Mempengaruhi Implementasi Pembelajaran Berdiferensiasi pada Sekolah Dasar Inklusi
DOI:
https://doi.org/10.17977/um009v33i22024p243-255Keywords:
differentiated learning, factors of differentiated instruction, pembelajaran berdiferensiasi, faktor pembelajaran berdiferensiasiAbstract
Differentiated instruction aligns teaching process with the needs, interests, learning styles, and readiness of students. This study investigates factors influencing its implementation in two inclusive primary schools in Yogyakarta: SDN A and SD B. Using a qualitative multi-case study approach, data were collected through interviews and observations with teachers, special education teachers, and school leaders. Key factors include teacher perceptions, inclusive environments, collaboration, and school leadership. Positive perceptions, supported by training, foster creative differentiation, while misconceptions about differentiation hinder its implementation. Inclusive environments, eliminate discrimination and adapt learning materials for all students. Collaboration, especially with special education teachers, strengthens the application. School leaders play a crucial role by fostering inclusivity, providing resources, and monitoring classroom practices. However, challenges such as administrative burdens, limited training, and teacher readiness persist, particularly in public schools. Addressing these issues through sustained professional development and policy support is essential. This study emphasizes the need for a collaborative approach to improve differentiated instruction and promote equitable and effective learning outcomes for all students.
Pembelajaran berdiferensiasi adalah pendekatan yang menyesuaikan proses pengajaran dengan kebutuhan, minat, gaya belajar, dan kesiapan peserta didik. Penelitian ini mengkaji faktor-faktor yang mempengaruhi pelaksanaan pembelajaran berdiferensiasi di dua sekolah dasar inklusif di Yogyakarta: SDN A dan SD B. Penelitian ini menggunakan metode kualitatif studi multi-kasus, data dikumpulkan melalui wawancara dan observasi terhadap guru kelas, guru pendamping khusus, dan kepala sekolah. Hasil penelitian menunjukkan beberapa faktor utama, termasuk persepsi pendidik, lingkungan inklusif, kerjasama antar pendidik, dan peran kepala sekolah. Persepsi positif, didukung oleh pelatihan, mendorong penerapan strategi berdiferensiasi secara kreatif, sementara miskonsepsi tentang pembelajaran berdiferensiasi menjadi penghambat. Lingkungan inklusif, menghilangkan diskriminasi dan menyesuiakan materi pembelajaran bagi semua peserta didik, termasuk anak berkebutuhan khusus. Kolaborasi, khususnya dengan guru pendamping khusus, turut memperkuat implementasi pembelajaran ini. Peran kepala sekolah juga terbukti penting dalam membangun budaya inklusif, menyediakan sumber daya, dan memantau praktik pengajaran di kelas. Namun, tantangan seperti beban administratif, kurangnya pelatihan yang memadai, dan kesiapan pendidik yang terbatas masih ditemukan, khususnya di sekolah negeri. Tantangan ini menegaskan pentingnya pengembangan profesional berkelanjutan dan dukungan kebijakan yang memadai. Penelitian ini menekankan perlunya pendekatan yang kolaboratif untuk meningkatkan kualitas pembelajaran berdiferensiasi dan meningkatkan hasil belajar yang lebih adil dan efektif bagi semua peserta didik.
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