Deskripsi Pembelajaran Diferensiasi dalam Kurikulum Merdeka di SMA YPPK Teruna Bakti
Abstract
Abstrak. Pembelajaran diferensiasi dikenal dengan pembelajaran memiliki ragam cara belajar yang sesuai dengan minat, bakat dan kebutuhan peserta didik guna mencapai tujuan pembelajaran. Pembelajaran ini terbagi menjadi tiga, yaitu diferensiasi konten, diferensiasi proses, dan diferensiasi produk. Keragaman peserta didik terbagi menjadi tiga, yaitu kesiapan belajar, minat, dan profil studi. Tujuan pembelajaran diferensiasi, yaitu 1) untuk membantu semua peserta didik dalam belajar, 2) untuk meningkatkan motivasi dan hasil belajar peserta didik, 3) untuk menjalin hubungan yang harmonis guru dan peserta didik, 4) untuk membantu peserta didik menjadi pelajar yang mandiri, 5) untuk meningkatkan kepuasan guru. Tujuan artikel ini adalah untuk mengetahui gambaran pembelajaran diferensiasi di SMA YPPK Teruna Bakti kelas XI. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif. Pengumpulan data dilakukan melalui instrumen nontes berupa angket berdasarkan aspek sikap hasil belajar. Tes dilakukan terhadap 29 siswa. Hasil tes menunjukkan bahwa rata-rata keseluruhan tingkat penguasaan adalah 83%. Sikap ilmiah per dimensi, untuk dimensi kesiapan belajar 76%, dimensi motivasi belajar 88%, dan dimensi ketekunan dan rasa tanggung jawab 85%.
Kata kunci: Pembelajaran Diferensiasi, Aspek Sikap, Kurikulum Merdeka
Abstract. Differentiated learning is known as learning that has a variety of learning methods that suit students' interests, talents and needs in order to achieve learning goals. This learning is divided into three, namely content differentiation, process differentiation, and product differentiation. The diversity of students is divided into three, namely learning readiness, interests, and study profile. The objectives of differentiation learning, namely 1) to help all students learn, 2) to increase student motivation and learning outcomes, 3) to establish a harmonious relationship between teachers and students, 4) to help students become independent students, 5 ) to increase teacher satisfaction. The purpose of this article is to find out an overview of differentiated learning at SMA YPPK Teruna Bakti class XI. The method used in this research is quantitative descriptive. Data collection was carried out through non-test instruments in the form of questionnaires based on attitudinal aspects of learning outcomes. The test was carried out on 29 students. The test results showed that the overall average mastery level was 83%. Scientific attitude per dimension, for the learning readiness dimension 76%, the learning motivation dimension 88%, and the perseverance and sense of responsibility dimension 85%.
Keywords: Differentiated learning, attitude aspect, Curriculum Merdeka
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References
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