Pembelajaran Berdiferensiasi dan Praktik Baik Pelaksanaannya bagi Guru di SMA Negeri 1 Sumberpucung

Farid Wahyudi; Priska Choirina; M. Rizal Akbar Zam  Zami; Purwatiningsih Purwatiningsih; Lia  Damayanti; Anggraeni Hadi  Pratiwi; Urnika Mudhifatul  Jannah; Pangestuti Prima  Darajat

doi:10.70609/icom.v4i4.5652

Authors

Farid Wahyudi Universitas Islam Raden Rahmat, Indonesia
Priska Choirina Universitas Islam Raden Rahmat, Indonesia
M. Rizal Akbar Zam Zami Universitas Islam Raden Rahmat, Indonesia
Purwatiningsih Purwatiningsih SMA Negeri 1 Sumberpucung, Malang, Indonesia
Lia Damayanti SMA Negeri 1 Sumberpucung, Malang, Indonesia
Anggraeni Hadi Pratiwi Universitas Islam Raden Rahmat, Indonesia
Urnika Mudhifatul Jannah Universitas Islam Raden Rahmat, Indonesia
Pangestuti Prima Darajat Universitas Islam Raden Rahmat, Indonesia

DOI:

https://doi.org/10.70609/icom.v4i4.5652

Keywords:

Dedicated Learning, Good Practice, Kurikulum Merdeka

Abstract

Kurikulum Merdeka encourages schools to implement specific teaching to identify the interests of each individual. This study aims to provide different learning training for teachers in Sumberpuchung National 1 High School. This online training involves the presentation of materials, group discussions, and the sharing of good practices, using the SMALOKA learning community tools available on the Merdeka Teaching platform. The results of the training included the enthusiasm of many participants and the diversity of participants from different regions. In addition, there was an increase in teachers' understanding of differentiated learning concepts and their enthusiasm for applying them in the classroom. However, ongoing support is still needed to overcome the challenges in implementation. This research highlights the importance of collaboration between teachers in developing learning practices that are more inclusive and responsive to student needs.

References

Alonso de Castro, M. G., & García-Peñalvo, F. J. (2022, September 29).Examples of good practices in teacher training through Erasmus+ projects. https://doi.org/10.1109/JICV56113.2022.9934535

Benedict, A., Wiktor, S., Fallahian, M., Dorodchi, M., Pereira, F., & D, G. (2023).A Recommendation System for Nurturing Students’ Sense of Belonging. https://doi.org/10.1007/978-3-031-36336-8_20

Dias, C. E. O. (2022). Interprofessional Collaboration. https://doi.org/10.4324/9781003165842-4

Fonseca, D. (2023).Design of Didactic Units Focused on Improving Diversity Gaps Within New Multidisciplinary Spaces: The STEAM-Labs. https://doi.org/10.1007/978-981-99-0942-1_40

Gbollie, C., & Gong, S. (2018). Enhancing Pre-K-12 Student Learning Outcomes: The Need for Synergies of Policy-Makers, School Administrators and Parents.Educational Research Review. https://doi.org/10.5897/ERR2018.3497

Hale, L., & Adhia, D. B. (2022). The continuous feedback model: Enabling student contribution to curriculum evaluation and development.Focus on Health Professional Education : A Multi-Disciplinary Journal. https://doi.org/10.11157/fohpe.v23i1.501

Halder, S. (2023).Preparing Teacher Educators for Inclusive Classroom. https://doi.org/10.4324/9781003266068-2

Kurgansky, S. I., Kovalenko, V. I., Sokolova, O. A., Gubarenko, I. V., Kovalenko, E. V., & Steblovskaya, L. S. (2021). Multidisciplinary approach to the professional development of a teacher in the educational environment.Laplage Em Revista. https://doi.org/10.24115/S2446-622020217EXTRA-A778P.57-67

Lima, W., Northover, K., Hewitt, G., & Newell-McLymont, E. F. (2021). Teacher collaboration: The need for trust in the classroom context.International Journal of Engineering and Management Research. https://doi.org/10.31033/IJEMR.11.2.22

Miller, D. T., & Venketsamy, R. (2022). Supporting Parents’ Needs as Educational Partners to Enhance Children’s Classroom Learning.Profesi Pendidikan Dasar. https://doi.org/10.23917/ppd.v9i1.18227

Maykus, S. (2017).Educational Landscapes Caught Between Individuals, Organisations and Municipalities. https://doi.org/10.1007/978-3-319-38999-8_20

Nicolini, D., & Monteiro, P. (2016).The practice approach : for a praxeology of organizational and management studies. https://doi.org/10.4135/9781473957954.N7

Pebriyanti, D. (2023). Pengaruh Implementasi Pembelajaran Berdiferensiasi pada Pemenuhan Kebutuhan Belajar Peserta Didik Tingkat Sekolah Dasar.Jurnal Kridatama Sains Dan Teknologi. https://doi.org/10.53863/kst.v5i01.692

Poortman, C. L., Brown, C., & Schildkamp, K. (2021). Professional Learning Networks: a conceptual model and research opportunities.Educational Research. https://doi.org/10.1080/00131881.2021.1985398