Pembelajaran Terdiferensiasi dalam Implementasi Kurikulum Merdeka Sebagai Bentuk Peningkatan Kualitas Pembelajaran Guru di Mataram

Abstract

SDN 44 Ampenan/ SDN 134 Mataram is one of the elementary schools in Mataram City that has begun implementing the Kurikulum Merdeka under the Independent-Adapting category. Grades 1 and 4 were the first to adopt this curriculum using provided instructional materials and have started—albeit not yet optimally—to implement differentiated instruction. Teachers still face challenges in designing lessons that cater to the individual learning needs of every student. As a school with two classes per grade level, SDN 44 Ampenan accommodates a large number of students with diverse characteristics, levels of understanding, interests, and learning profiles. Furthermore, the teachers lack a comprehensive understanding of the concept of differentiated instruction. A proposed solution was to conduct a workshop on differentiated instruction within the Kurikulum Merdeka framework to enhance the quality of teaching at SDN 44 Ampenan. The workshop aimed to equip teachers with comprehensive knowledge of differentiated instruction and an understanding of student diversity, enabling them to better tailor their instructional services. The Community Service (PkM) activity comprised two categories of material delivery: theoretical presentations and practical application. The entire series of activities ranging from logistical preparation and implementation to evaluation and reflection proceeded smoothly. Reflection was conducted through Q&A sessions and response questionnaires regarding the workshop, with participants providing highly positive feedback. Additionally, the teachers demonstrated a solid understanding of differentiated instruction concepts, evidenced by an average post-test score of 72.2. Consequently, the teachers are now motivated to design and implement differentiated instruction in their classrooms based on the concepts learned during the activity.