ANALISIS KEBUTUHAN BELAJAR DAN KARAKTERISTIK PESERTA DIDIK SEBAGAI LANDASAN PERENCANAAN PEMBELAJARAN
DOI:
https://doi.org/10.51878/knowledge.v6i3.15976Keywords:
analisis kebutuhan belajar, karakteristik peserta didik, asesmen diagnostik, pembelajaran berdiferensiasi, perencanaan pembelajaranAbstract
ABSTRACT
The analysis of learning needs and learner characteristics is an important stage in instructional planning because learners differ in their prior knowledge, readiness, interests, motivation, experiences, learning profiles, and socio-emotional conditions. This study aims to analyze the findings of a literature review on learning needs and learner characteristics and their implications for instructional planning. The study employs a qualitative research design with a library research approach by reviewing 26 scientific journal articles published between 2021 and 2025 that are relevant to diagnostic assessment, learner characteristics, differentiated instruction, personalized learning, formative feedback, and Universal Design for Learning. The literature synthesis identified four main findings. First, information on learners’ prior knowledge, interests, readiness, and profiles serves as an important basis for determining instructional strategies. Second, diagnostic and formative assessments help teachers obtain data that can be used to adjust instruction. Third, differentiated instruction, personalization, and inclusive instructional design can be used to respond to learner diversity. Fourth, instructional adjustments need to be implemented flexibly and should not treat learning profiles as fixed labels. Based on these findings, the analysis of learning needs should be positioned as an ongoing process that connects learner characteristics with instructional planning, implementation, and adjustment to make learning more responsive, adaptive, and inclusive.
Analisis kebutuhan belajar dan karakteristik peserta didik merupakan tahap penting dalam perencanaan pembelajaran karena peserta didik memiliki perbedaan dalam kemampuan awal, kesiapan, minat, motivasi, pengalaman, profil belajar, dan kondisi sosial-emosional. Penelitian ini bertujuan untuk menganalisis hasil kajian literatur mengenai kebutuhan belajar dan karakteristik peserta didik serta implikasinya terhadap perencanaan pembelajaran. Penelitian menggunakan jenis penelitian kualitatif dengan pendekatan studi kepustakaan (library research) melalui telaah terhadap 26 artikel jurnal ilmiah yang diterbitkan pada periode 2021–2025 dan relevan dengan asesmen diagnostik, karakteristik peserta didik, pembelajaran berdiferensiasi, pembelajaran personal, umpan balik formatif, dan Universal Design for Learning. Hasil sintesis literatur menunjukkan empat temuan utama. Pertama, informasi tentang kemampuan awal, minat, kesiapan, dan profil peserta didik menjadi dasar penting untuk menentukan strategi pembelajaran. Kedua, asesmen diagnostik dan formatif membantu guru memperoleh data yang dapat digunakan untuk menyesuaikan pembelajaran. Ketiga, pembelajaran berdiferensiasi, personalisasi, dan desain pembelajaran yang inklusif dapat digunakan untuk merespons keragaman peserta didik. Keempat, penyesuaian pembelajaran perlu dilakukan secara fleksibel dan tidak menjadikan profil belajar sebagai label tetap. Berdasarkan hasil tersebut, analisis kebutuhan belajar perlu ditempatkan sebagai proses berkelanjutan yang menghubungkan karakteristik peserta didik dengan perencanaan, pelaksanaan, dan penyesuaian pembelajaran agar lebih responsif, adaptif, dan inklusif.
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