Studi Komparatif Pembelajaran Diferensiasi: Kesiapan Guru dan Tantangan Implementasi di Indonesia dalam Perspektif Global

CIendekia Nela; Rasim Rasim

doi:10.31004/basicedu.v10i4.11537

Authors

CIendekia Nela Universitas Pendidikan Indonesia, Indonesia
Rasim Rasim Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v10i4.11537

Keywords:

pembelajaran berdiferensiasi

Abstract

Heterogenitas peserta didik menuntut penerapan pembelajaran diferensiasi sebagai pendekatan yang mampu mengakomodasi perbedaan kemampuan, minat, dan kebutuhan belajar siswa. Dalam konteks implementasi Kurikulum Merdeka, kesiapan guru menjadi faktor penting dalam keberhasilan penerapan pembelajaran diferensiasi. Penelitian ini bertujuan menganalisis kesiapan guru dan tantangan implementasi pembelajaran diferensiasi di Indonesia dalam perspektif global melalui studi komparatif lintas negara. Meskipun penelitian tentang pembelajaran diferensiasi telah banyak dilakukan di berbagai negara, kajian yang secara khusus memetakan posisi Indonesia dalam perbandingan global serta mengintegrasikan aspek kesiapan guru dan dukungan sistemik masih terbatas. Oleh karena itu, penelitian ini menawarkan kerangka tiga dimensi kesiapan yang meliputi kesiapan konseptual, kesiapan pedagogis, dan kesiapan struktural sebagai dasar analisis implementasi pembelajaran diferensiasi. Penelitian ini menggunakan metode comparative literature review terhadap 20 publikasi internasional yang diklasifikasikan berdasarkan benua, metode penelitian, dan fokus implementasi pembelajaran diferensiasi. Hasil penelitian menunjukkan bahwa negara maju cenderung memiliki implementasi pembelajaran diferensiasi yang lebih sistematis dan didukung oleh pelatihan profesional berkelanjutan. Sebaliknya, negara berkembang masih menghadapi kendala pada aspek kesiapan konseptual, keterbatasan dukungan struktural, dan konsistensi praktik di kelas. Temuan penelitian juga menunjukkan adanya kesenjangan antara sikap positif guru terhadap pembelajaran diferensiasi dan implementasinya dalam praktik pembelajaran. Dalam konteks Indonesia, arah kebijakan pendidikan telah mendukung penerapan pembelajaran diferensiasi, namun penguatan pelatihan berbasis praktik, asesmen diagnostik, dan dukungan institusional masih diperlukan. Penelitian ini memberikan implikasi strategis bagi pengembangan kebijakan pendidikan dan peningkatan kapasitas guru dalam implementasi pembelajaran diferensiasi

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