Anggunnissa Zulfiany Fachrina, - (2024) PERSEPSI GURU MENGENAI PEMBELAJARAN BERDIFERENSIASI DI SD NEGERI GANDASARI II. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pandangan guru mengenai sebuah pembelajaran dapat mempengaruhi proses pembelajaran yang ada. Salah satu pembelajaran yang dapat dilaksanakan adalah pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi merupakan pembelajaran dengan memperhatikan kebutuhan peserta didik dengan melakukan asesmen dan melaksanakan pembelajaran yang cocok dengan peserta didik. Implementasi pembelajaran berdiferensiasi yang masih baru membuat beberapa guru masih meraba-raba terkait apa itu pembelajaran berdiferensiasi dan bagaimana implementasi pembelajaran yang baik untuk di lakukan di lapangan. Berdasarkan hal tersebut, peneliti hendak memberikan gambaran terkait persepsi guru mengenai pembelajaran berdiferensiasi pada guru sekolah dasar di SD Negeri Gandasari II. Penelitian ini dilaksanakan dengan menggunakan pendekatan kualitatif dan metode studi kasus untuk mengetahui gambaran langsung persepsi guru di lapangan. Partisipan yang dituju dalam penelitian ini adalah guru yang telah menerapkan pembelajaran berdiferensiasi, yaitu pada kelas I, II, IV, dan V SD Negeri Gandasari II. Data dikumpulkan dengan cara wawancara dan observasi. Untuk menganalisis data, peneliti melakukan pemilihan data, menyajikan data, serta menarik kesimpulan. Berdasarkan data hasil penelitian, guru sudah memiliki persepsi yang positif terkait pembelajaran berdiferensiasi. Hal ini terlihat dari persepsi guru yang sudah sesuai dengan konsep pembelajaran berdiferensiasi. Namun, pada penerapan pembelajaran berdiferensiasi beberapa hal masih belum sesuai dengan gagasan pembelajaran berdiferensiasi. Kendala yang dialami guru bervariasi, yang terdapat pada awal, pelaksanaan, dan akhir pembelajaran. Teachers’ view on learning can affect the learning process. Differentiated learning can used for implement learning. Differentiated learning is a way of learning by paying attention to students’ need by conducting assessments and implemented learning in accordance with the students. Implementation of differentiated learning are still new at school makes some teachers are still figure it out what is differentiated learning and how to implemented it at class. Based on that, the researcher wants to give an overview of teacher perceptions of differentiated learning among elementary school teacher at Gandasari II elementary school. This research used a qualitative approach with a case study method to find out the overview of teachers’ perceptions in school. The intended participants in this research are teacher who had implemented differentiated learning, classes I, II, IV, and V at Gandasari II elementary school. Data were collected through interviews and observations. To analyze data researchers selected data, presented data, dan drew conclusions. Based on research data, teachers already had a positive perception of differentiated learning. It’s seen from the teacher’s perception that it already matches the concept of differentiated learning. However, in the application of differentiated learning there are several things that are not in line with the concept of differentiated learning. The obstacles experienced by teachers vary, which are found at the beginning, implementation, and end of learning.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=S-N5LlsAAAAJ ID SINTA DOSEN PEMBIMBING Diah Gusrayani: 5993469 Dadan Djuanda: 5993483 |
| Uncontrolled Keywords: | Pembelajaran berdiferensiasi, guru, sekolah dasar differentiated learning, teacher, elementary school |
| Subjects: | L Education > L Education (General) |
| Divisions: | UPI Kampus Sumedang > PGSD Kelas UPI Kampus Sumedang |
| Depositing User: | Anggunnissa Zulfiany Fachrina |
| Date Deposited: | 18 Sep 2024 02:45 |
| Last Modified: | 18 Sep 2024 02:45 |
| URI: | http://repository.upi.edu/id/eprint/125215 |
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