Analisis Deskriptif Profesionalisme Guru dalam Menerapkan Pembelajaran Diferensiasi di SDN 6 Palangkaraya

Abstract

Differentiated learning is an approach that emphasizes adjusting content, processes, products, and learning environments to suit student profiles that include readiness, interests, and learning styles. This study aims to describe the planning, implementation, and impact of the implementation of differentiated learning in grade V of SDN 6 Palangka Raya, as well as analyze the professionalism of teachers in designing and implementing the learning. The research uses a descriptive qualitative approach with data collection techniques in the form of interviews, observations, and documentation. The results of the study showed that teachers planned differentiated learning through teaching modules that contained learning designs according to the results of the students' initial assessments. The implementation of learning is more dominant using content and process differentiation, while some teachers also apply product differentiation with a variety of tasks. The implementation of differentiated learning has a positive impact on students, including increasing activeness, deepening understanding of concepts, and improving learning outcomes. However, teachers face obstacles in the form of time constraints and more complex preparations. This research provides a theoretical contribution to the study of differentiated learning in elementary schools as well as a practical contribution to strengthening teacher professionalism in designing learning that is responsive to student needs.