Pembelajaran Berdiferensiasi dan Keaktifan Belajar Siswa Sekolah Dasar

Kajian Literatur

Abstract

Differentiated instruction has emerged as a fundamental pillar in the implementation of the Merdeka Curriculum in Indonesia, particularly in primary education, where student diversity is most pronounced. This research explores the systematic application of differentiated classroom management to enhance student learning activeness, addressing the limitations of traditional, uniform pedagogical approaches. Using a qualitative synthesis and classroom action research methodology across various Indonesian contexts, the study examines the integration of content, process, and product differentiation. Key findings demonstrate that tailoring instruction to students' readiness, interests, and learning profiles—such as visual, auditory, and kinesthetic—significantly boosts both physical and mental engagement. In mathematics and science, the use of visual metaphors and local wisdom (e.g., Sidoarjo batik motifs) proved effective in managing cognitive load, reducing extraneous mental effort by up to 73.5% while fostering a germane load for deeper conceptual mastery. Statistical results from multiple cycles indicate a substantial rise in participation rates, with some cases showing an increase from 35% to 84% in student activeness. The study concludes that the teacher's role as a creative manager, motivator, and facilitator is the primary driver of success, necessitating shift in classroom management paradigms to create an inclusive, responsive, and dynamic learning environment.