ANALISIS KEBUTUHAN GURU SAINS DALAM PENGEMBANGAN RENCANA AKSI PEMBELAJARAN TERDIFERENSIASI DI SEKOLAH MENENGAH ATAS (SMA)

Abstrak

Penelitian ini bertujuan untuk mengetahui tingkat pemahaman dan kebutuhan guru Sains dalam mengembangkan rencana aksi pembelajaran terdiferensiasi di Sekolah Menengah Atas (SMA). Pendekatan penelitian yang digunakan adalah deskriptif kuantitatif dengan melibatkan delapan belas guru Sains di Kabupaten Karimun. Data dikumpulkan melalui angket tertutup dan terbuka yang mencakup aspek pemahaman, penerapan, serta dukungan terhadap pembelajaran terdiferensiasi. Analisis dilakukan menggunakan teknik statistik deskriptif berupa persentase dan rata-rata untuk menggambarkan kecenderungan responden. Hasil penelitian menunjukkan bahwa guru memiliki tingkat pemahaman yang tinggi dengan nilai rata-rata 4,18 (kategori setuju). Meskipun demikian, guru masih menghadapi hambatan berupa keterbatasan waktu, fasilitas, dan dukungan kelembagaan. Secara keseluruhan, guru Sains SMA telah memahami prinsip pembelajaran terdiferensiasi dengan baik, namun penerapannya memerlukan dukungan berkelanjutan dari pihak sekolah agar strategi ini dapat diimplementasikan secara optimal.

This study aims to identify the level of understanding and needs of science teachers in developing action plans for differentiated instruction in senior high schools. The research employed a descriptive quantitative approach involving eighteen science teachers in Karimun Regency. Data were collected through closed and open-ended questionnaires covering aspects of understanding, implementation, and institutional support for differentiated learning. The data were analyzed using descriptive statistical techniques in the form of percentages and mean scores to describe respondent tendencies. The results showed that teachers have a high level of understanding, with an average score of 4.18 (agree category). However, several obstacles were identified, such as limited time, facilities, and institutional support. Overall, science teachers demonstrated a strong conceptual understanding of differentiated instruction, but its implementation still requires continuous support from schools to ensure the strategy can be applied effectively and sustainably.