Pembelajaran Berdiferensiasi sebagai Implementasi Paradigma Baru Pendidikan

Muhammad Ali Rif’an  Fauzi; Siti Alfiyana Azizah; Isma Atikah

doi:10.47134/jtp.v1i1.38

Authors

Muhammad Ali Rif’an Fauzi Universitas Muhammadiyah Jember
Siti Alfiyana Azizah Universitas Muhammadiyah Jember
Isma Atikah Universitas Muhammadiyah Jember

DOI:

https://doi.org/10.47134/jtp.v1i1.38

Keywords:

guru, kreatif, inovasi, paradigma, pendidikan

Abstract

Paradigma baru pendidikan Indonesia yang berorientasi pada peserta didik mulai banyak didengar seiring diperkenalkannya kurikulum merdeka. Tentu perlu adanya strategi yang tepat untuk dapat mengimplementasikannya. Pembelajaran berdiferensiasi merupakan proses mencari tahu karakteristik belajar peserta didik dan merespons pembelajaran melalui dasar perbedaan tersebut. Tujuan penyusunan artikel ini adalah untuk menjelaskan salah satu opsi implementasi paradigma baru pendidikan melalui konsep-konsep pembelajaran berdiferensiasi. Melalui metode library researchyang bersumber primer pada artikel, buku dan hasil riset lain. Hasil pemahaman konseptual dari pembelajaran berdiferensiasi mengungkapkan bahwa pengimplementasian paradigma baru pendidikan dapat dilakukan melalui pemahaman pembelajaran berdiferensiasi. Kemampuan guru dalammenganalisis kebutuhan belajar peserta didik menjadikan pembelajaran yang lebih nyaman dan mudah dipahami. Peserta didik yang terfasilitasi kebutuhan belajarnya berpotensi untuk dapat belajar dengan baik, hal ini dikarenakan perasaan nyaman dan terfasilitasinya pembelajaran. Pada kesimpulannya, pembelajaran berdiferensiasi berupaya untuk memberikan kesempatan bagi peserta didik untuk belajar secara alamiah dan efisien melalui kreatifitas guru dalam mengelola strategi pembelajaran yang dibutuhkan.

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