PEMBELAJARAN BERDIFERENSIASI DALAM MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA SMA NEGERI 1 MUARA BADAK
DOI:
https://doi.org/10.51878/secondary.v7i1.16359Abstract
Differentiated instruction represents a pedagogical framework designed to accommodate students' diverse learning profiles, readiness levels, and personal interests in secondary education. This study aims to analyze the implementation of differentiated instruction in Pancasila and Civic Education (PPKn) and to describe the observed tendencies in students' learning activities and conceptual learning outcomes at SMA Negeri 1 Muara Badak. A descriptive qualitative design was employed, utilizing in-depth semi-structured interviews, non-participant classroom observations evaluated on a 1–4 rating scale, and instructional documentation. Informants were selected through purposive sampling, consisting of the school principal, the civic education teacher, and student representatives to ensure multi-perspective data triangulation. The findings reveal that the teacher consistently implemented all instructional differentiation components with a score of 4, comprising diagnostic assessments, flexible grouping, and systematic differentiation of content, process, and product. Regarding learning activities, collaborative, communicative, and participatory behaviors performed optimally with a score of 4, whereas learner autonomy and task completion scored 3 due to the continuous need for instructional scaffolding. Furthermore, observed learning outcomes indicated positive conceptual understanding tendencies without asserting causal gains due to the qualitative nature of the research.
ABSTRAK
Pembelajaran berdiferensiasi merupakan pendekatan pedagogis yang dirancang untuk merespons keberagaman profil belajar, kesiapan, dan minat siswa pada jenjang sekolah menengah. Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran berdiferensiasi pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) serta mendeskripsikan kecenderungan kualitas aktivitas dan hasil belajar siswa di SMA Negeri 1 Muara Badak. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipatif menggunakan skala peringkat 1–4, dan studi dokumentasi. Informan dipilih secara purposif yang mencakup kepala sekolah, guru PPKn, dan perwakilan siswa guna mencapai triangulasi data multi-perspektif. Hasil penelitian menunjukkan bahwa guru menerapkan seluruh tahapan diferensiasi secara konsisten dengan skor 4, mencakup asesmen diagnostik, pengelompokan fleksibel, serta diferensiasi konten, proses, dan produk. Pada dimensi aktivitas belajar, aspek komunikasi, kerja sama, dan partisipasi teramati sangat optimal dengan skor 4, sedangkan kemandirian dan penyelesaian tugas memperoleh skor 3 karena siswa masih memerlukan bimbingan bertahap (scaffolding). Sementara itu, indikator hasil belajar menunjukkan kecenderungan pemahaman konseptual yang positif tanpa adanya klaim peningkatan kausal akibat keterbatasan desain kualitatif.
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