Fenomena Pembelajaran Berdiferensiasi pada Materi Tata Surya di Sekolah Dasar
DOI:
https://doi.org/10.54069/attadrib.v9i2.1307Keywords:
Differentiated Instruction, Solar System, Phenomenology, Elementary School, Merdeka CurriculumAbstract
Differentiated learning has become a key strategy in implementing the Merdeka Curriculum to address students' diverse learning readiness, interests, and learning profiles. However, its implementation in teaching abstract science concepts, particularly the Solar System in elementary schools, remains underexplored. Previous studies have primarily focused on learning outcomes or instructional effectiveness, while limited attention has been given to understanding the lived experiences of teachers and students during differentiated learning practices. Therefore, this study aimed to explore differentiated learning in teaching the Solar System to sixth-grade students at SDN Pondok Kopi 02 Pagi. This research employed a qualitative phenomenological approach to gain an in-depth understanding of participants' experiences. Data were collected through classroom observations, in-depth interviews with teachers and students, and documentation. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings revealed that the teacher implemented differentiated instruction by adapting content, learning processes, and learning products based on students' readiness, interests, and learning profiles. Various learning media, including images, videos, and audiovisual resources, supported students' understanding of abstract concepts while enhancing engagement and classroom participation. Nevertheless, several challenges were identified, including managing heterogeneous classrooms, designing differentiated lesson plans, and limited instructional resources. These findings suggest that differentiated learning provides meaningful learning experiences and effectively accommodates student diversity. The study implies that strengthening teacher professional competence, instructional planning, and access to appropriate learning media is essential to optimize differentiated instruction in elementary science education.
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