STUDI KASUS PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM MATA PELAJARAN BAHASA INDONESIA KELAS II SDN JEMIRAHAN JABON

Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran berdiferensiasi dalam pembelajaran bahasa Indonesia di kelas II SDN Jemirahan Jabon. Subjek penelitian adalah guru kelas II SDN Jemirahan. Metode penelitian
menggunakan desain studi kasus deskriptif kualitatif dan menggunakan instrumen wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa di kelas II SDN Jemirahan telah menerapkan pembelajaran diferensiasi sesuai dengan tahapan yang ada di buku naskah akademik prinsip pengembangan pembelajaran berdiferensiasi. Guru melakukan pemetaan kebutuhan belajar peserta didik melalui asesmen diagnostik literasi, merancang pembelajaran berdiferensiasi berdasarkan hasil pemetaan tersebut dengan strategi diferensiasi konten serta proses, dan mengevaluasi serta merefleksi pembelajaran. Namun, terdapat kekurangan dalam pelaksanaannya seperti ketidaksesuaian antara kegiatan di kelas dengan yang tercantum dalam modul ajar. Kesimpulannya, kelas II SDN Jemirahan Jabon telah menerapkan pembelajaran berdiferensiasi sesuai dengan tahapan-tahapan yang ada, namun masih ditemukan beberapa kegiatan yang tidak sesuai dengan modul ajar.
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This study aims to describe the application of differentiated learning in Indonesian learning in grade II of SDN Jemirahan Jabon. The subject of the study was a second grade teacher of SDN Jemirahan. The research method uses a qualitative descriptive case study design and uses interview, observation, and documentation instruments. The results of the study show that in the second grade of SDN Jemirahan has implemented differentiated learning in accordance with the stages in the academic textbook of the principles of differentiated learning development. Teachers map students' learning needs through literacy diagnostic
assessments, design differentiated learning based on the results of the mapping with content and process differentiation strategies, and evaluate and reflect on
learning. However, there are shortcomings in its implementation, such as inconsistencies between activities in the classroom and those listed in the teaching module. In conclusion, the second grade of SDN Jemirahan Jabon has implemented differentiated learning according to the existing stages, but there are still some activities that are not in accordance with the teaching module.