"PENGARUH PEMBELAJARAN BERDIFERSIASI TERHADAP MINAT BELAJAR DALAM PEMBELAJARAN IPS DI KURIKULUM MERDEKA"

Abstrak

Penelitian ini adalah studi kualitatif dengan pendekatan studi kasus yang bertujuan untuk mengkaji penerapan pembelajaran berdiferensiasi dalam Kurikulum Merdeka serta dampaknya terhadap pengembangan minat belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS). Pembelajaran berdiferensiasi dalam Kurikulum Merdeka dirancang untuk mengakomodasi keberagaman kebutuhan siswa berdasarkan kesiapan belajar, minat, dan profil belajar mereka, sehingga mampu meningkatkan keterlibatan dan motivasi belajar siswa. Subjek penelitian ini adalah siswa yang diobservasi melalui kegiatan mata kuliah Pengenalan Lapangan Persekolahan (PLP 1). Berdasarkan hasil wawancara, observasi, dan analisis literatur, ditemukan bahwa pembelajaran berdiferensiasi memberikan pengaruh positif terhadap minat dan hasil belajar siswa. Elemen-elemen pembelajaran berdiferensiasi yang diterapkan meliputi penyesuaian isi materi, proses, produk, dan lingkungan belajar sesuai dengan kebutuhan individu siswa. Meskipun terdapat tantangan dalam implementasi, seperti kesulitan guru dalam mengelola kelas dan membuat modul pembelajaran, pembelajaran berdiferensiasi terbukti efektif dalam meningkatkan motivasi dan hasil belajar siswa. Penelitian ini menyimpulkan bahwa pembelajaran berdiferensiasi dalam Kurikulum Merdeka dapat meningkatkan relevansi dan kualitas pembelajaran IPS, serta mendorong perkembangan minat dan kemampuan belajar siswa secara optimal. Sebagai implikasi, disarankan agar dukungan dan bimbingan dari seluruh pemangku kepentingan terus ditingkatkan untuk memfasilitasi implementasi yang lebih baik.

This study is a qualitative study with a case study approach that aims to examine the implementation of differentiated learning in the Independent Curriculum and its impact on the development of students' learning interests in Social Sciences (IPS) subjects. Differentiated learning in the Independent Curriculum is designed to accommodate the diversity of students' needs based on their learning readiness, interests, and learning profiles, so as to increase students' engagement and motivation to learn. The subjects of this study were students who were observed through the Introduction to School Field (PLP 1) course activities. Based on the results of interviews, observations, and literature analysis, it was found that differentiated learning has a positive influence on students' interests and learning outcomes. The elements of differentiated learning applied include adjusting the content of the material, process, product, and learning environment according to the individual needs of students. Although there are challenges in implementation, such as teachers' difficulties in managing classes and creating learning modules, differentiated learning has proven effective in increasing students' motivation and learning outcomes. This study concludes that differentiated learning in the Independent Curriculum can increase the relevance and quality of IPS learning, as well as encourage the development of students' interests and learning abilities optimally. As an implication, it is recommended that support and guidance from all stakeholders continue to be improved to facilitate better implementation.