IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI MATA PELAJARAN IPAS MATERI WUJUD ZAT DAN PERUBAHANNYA KELAS IV DI SD NEGERI 1 SUKAWATI KABUPATEN GIANYAR

Abstrak

Implementasi Kurikulum Merdeka menuntut adanya pembelajaran yang berpihak pada peserta didik melalui penerapan pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi menjadi strategi penting dalam mengakomodasi keberagaman kesiapan belajar, minat, dan profil belajar siswa, khususnya pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) yang bersifat integratif dan kontekstual. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran berdiferensiasi pada mata pelajaran IPAS materi wujud zat dan perubahannya di kelas IV SD Negeri 1 Sukawati, Kabupaten Gianyar, serta mengidentifikasi kendala dan manfaat yang muncul dalam proses implementasinya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif fenomenologis. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi dengan subjek penelitian meliputi guru kelas IV dan siswa. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, dengan validitas data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi pembelajaran berdiferensiasi telah diterapkan melalui diferensiasi konten, proses, dan produk pembelajaran sesuai dengan kebutuhan dan karakteristik siswa. Guru melakukan pemetaan awal kemampuan siswa, merancang strategi pembelajaran yang variatif, serta memberikan penilaian yang fleksibel. Penerapan pembelajaran berdiferensiasi memberikan dampak positif terhadap peningkatan pemahaman konsep siswa, motivasi belajar, keaktifan dalam pembelajaran, serta sikap percaya diri siswa. Kendala yang ditemukan meliputi keterbatasan sarana pendukung dan perlunya penguatan kompetensi guru dalam pengelolaan pembelajaran berdiferensiasi secara optimal. Penelitian ini diharapkan dapat menjadi referensi dan acuan bagi pendidik dalam mengimplementasikan pembelajaran berdiferensiasi pada mata pelajaran IPAS di sekolah dasar.

The implementation of the Merdeka Curriculum emphasizes student-centered learning through the application of differentiated instruction. Differentiated learning is considered a crucial strategy to accommodate students’ diverse levels of readiness, interests, and learning profiles, particularly in the Integrated Natural and Social Sciences (IPAS) subject, which is integrative and contextual in nature. This study aims to describe the implementation of differentiated learning in the IPAS subject on the topic of states of matter and their changes for fourth-grade students at SD Negeri 1 Sukawati, Gianyar Regency, as well as to identify the challenges and benefits encountered during its implementation. This study employed a qualitative approach with a descriptive phenomenological research design. Data were collected through classroom observations, in-depth interviews, and documentation involving the fourth-grade teacher and students as research participants. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that differentiated learning was implemented through content, process, and product differentiation tailored to students’ characteristics and learning needs. Teachers conducted initial assessments to map students’ abilities, designed varied learning strategies, and applied flexible assessment methods. The implementation of differentiated learning had a positive impact on students’ conceptual understanding, learning motivation, classroom participation, and self-confidence. However, challenges included limited supporting facilities and the need for further enhancement of teachers’ competencies in managing differentiated instruction effectively. This study is expected to serve as a reference for educators in implementing differentiated learning in IPAS subjects at the elementary school level.