Differentiated Learning Strategies by Guru Penggerak: Accommodating the Needs of Slow Learner in Primary School

Yusrika Firda Isnaini; Minsih Minsih; Choiriyah Widyasari; Helzi Helzi

doi:10.35445/alishlah.v17i3.7052

Differentiated Learning Strategies by Guru Penggerak: Accommodating the Needs of Slow Learner in Primary School

Yusrika Firda Isnaini, Minsih Minsih, Choiriyah Widyasari, Helzi Helzi

Abstract

Slow learners are students with below-average cognitive abilities who require more time and support to grasp academic concepts. Their learning challenges often include difficulties in reading, writing, and comprehending instructional content, resulting in delayed task completion and lower academic performance. Addressing these needs is crucial within inclusive classrooms, especially under the Indonesian Guru Penggerak (Teacher Leader) program, which aims to foster transformative, student-centered learning.This qualitative study explores how a Guru Penggerak implements differentiated learning strategies to support slow learner students in a second-grade inclusive classroom at SDN Kadokan 02. Data were collected through classroom observations, semi-structured interviews with the teacher and principal, and analysis of relevant documents. Data triangulation was used to ensure validity, and analysis followed the steps of data reduction, presentation, and conclusion drawing.Findings indicate that the teacher implemented two core differentiation strategies: process differentiation—providing guided instruction, visual media, and individualized support—and product differentiation—modifying assessment formats to align with students’ readiness levels. Regular students engaged in more independent learning, while slow learners received intensive scaffolding through visual aids, repeated instructions, and individualized feedback.The differentiation approach effectively addressed diverse readiness levels within the same classroom, supporting both slow learners and their peers. The role of the Guru Penggerak was critical in designing inclusive and adaptive learning processes.Differentiated instruction, as practiced by Guru Penggerak, is an effective strategy to accommodate slow learners in inclusive classrooms. This study offers practical insights for educators aiming to implement equitable teaching strategies.

Keywords

differentiated learning; guru penggerak; slow learner

Full Text:

PDF

References

Akhmad, S. F. (2015). Pengaruh Kepemimpinan, Kompensasi dan Lingkungan Kerja Fisik Terhadap Kinerja Karyawan (Studi pada Karyawan Bagian Produksi PT. JAMU JAGO Kota Semarang). Universitas Diponegoro.

Alfansyur, A., & Mariyani. (2020). Seni Mengelola Data: Penerapan Triangulasi Teknik , Sumber Dan Waktu pada Penelitian Pendidikan Sosial. Historis, 5(2), 146–150.

Amelia, W. (2016). Karakteristik dan Jenis Kesulitan Belajar Anak Slow Learner. Jurnal Aisyah : Jurnal Ilmu Kesehatan, 1(2), 53–58. https://doi.org/10.30604/jika.v1i2.21

Andani, F., Akila, C., Septiyani, D., Hidayat, Z. R., & Ronaldo, F. (2023). Upaya guru dalam mengatasi anak lamban belajar di kelas 2 sd negeri 106 kota bengkulu. Publisher: Yayasan Khairul Azzam Bengkulu Journey: Journal of Development and Reseacrh in Education, 3(2), 66–73. https://ejournal.khairulazzam.org/index.php/journey/article/view/82

Andini, D. W. (2000). “Differentiated Instruction”: Solusi Pembelajaran. Jurnal Pendidikan Ke-SD-An, 2(3), 340–349.

Darmawanti, A., Latif, A., Wahyuni, S., Widyasari, C., Minsih. (2024). Strategi Inklusif untuk Mengakomodasi Kebutuhan Belajar Peserta Didik Slow Learner di Sekolah Dasar. Jurnal Guru Sekolah Dasar. 2(1), 18-25. https://doi.org/10.70277/jgsd.v1i2.3

Dewi, R. P. (2016). Pelaksanaan Pembelajaran di Sekolah Inklusi kelas IV SDN Jolosutro. Universitas Negeri Yogyakarta.

Direktorat Pembinaan Sekolah Luar Biasa. (2011). Pedoman umum penyelenggaraan pendidikan insklusif. Departement Pendidikan Nasional, 70, 1–36.

Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran Berdiferensiasi dalam Program Guru Penggerak pada Modul 2.1. Jurnal Basicedu, 6(2), 2846–2853. https://doi.org/10.31004/basicedu.v6i2.2504

Firdaus, R. (2021). Manajemen Strategi Branding Pendidikan Inklusi di Madrasah Ibtidaiyah Amanah Turen Kabupaten Malang. Universitas Islam Negeri Maulana Malik Ibrahim.

Fitriyah, F., & Bisri, M. (2023). Pembelajaran Berdiferensiasi Berdasarkan Keragaman Dan Keunikan Siswa Sekolah Dasar. Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan Dan Hasil Penelitian, 9(2), 67–73. https://doi.org/10.26740/jrpd.v9n2.p67-73

Gulo, W. (2022). Metodologi Penelitian. PT. Gramedia Widiasarana Indonesia.

Indra, I. M., Yuhanidah, H., Putri, A. N., Arifatunissa, M., Padli, H., Khasanah, U., Rakhman, F., Kurniawan, Y. J., Isnaini, M., Harahap, T. K., Trisnawati, S. N. I., & Hermawan Sapto. (2021). Merdeka Belajar melalui Sekolah Penggerak. In Penerbit Tahta Media Group. http://tahtamedia.co.id/index.php/issj/article/view/66

Kemdikbudristek. (2023). Prinsip Pembelajaran dan Asesmen. Https://Guru.Kemdikbud.Go.Id/Kurikulum/Perkenalan/Asesmen/Prinsip/. https://guru.kemdikbud.go.id/kurikulum/perkenalan/asesmen/prinsip /

Marlina. (2019). Panduan Pelaksanaan Model Pembelajaran Berdiferensiasi di Sekolah Inklusif. 1–58.

Maulidia, F. R., & Prafitasari, A. N. (2023). Strategi Pembelajaran Berdiferensiasi Dalam Memenuhi Kebutuhan Belajar Peserta Didik. ScienceEdu, 6(1), 55. https://doi.org/10.19184/se.v6i1.40019

Menteri Pendidikan Kebudayaan Riset dan Teknologi Republik Indonesia. (2022). Salinan Keputusan Menteri Pendidikan, Kebudayaan, Riset dan Teknologi Republik Indonesia Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran. 112.

Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: from policy to classroom. Oxford Review of Education, 40(3), 331–348. https://doi.org/10.1080/03054985.2014.911725

Moleong. (2019). Metodologi Penelitian Kualitatif. PT. Remaja Rosdakarya.

Pradina, Q., Faiz, A., & Yuningsih, D. (2021). Peran Guru Dalam Membentuk Karakter Disiplin. Edukatif : Jurnal Ilmu Pendidikan, 3(6), 4118–4125. https://doi.org/10.31004/edukatif.v3i6.1294

Pramesti, R. A., Wardana, L. A., & Hattarina, S. (2023). Implementasi Pembelajaran Terhadap Anak Berkebutuhan Khusus (Slow Learner) Kelas Iv di SDN Jatiurip 1 Kabupaten Probolinggo. July, 1–23.

Rahmawati, H., Iskandar, S., Rosmana, P., Nabilah, A. P., Rahmawati, A., Herlina, P., & Agustiani, N. (2023). Peran Guru Penggerak Terhadap Penerapan Pembelajaran Kurikulum Merdeka Untuk Meningkatkan Motivasi Belajar Siswa. Innovative: Journal Of Social Science Research, 3(2), 4039–4050.

Rosmana, P. S., Iskandar, S., Fauziah, H., Azzifah, N., & Khamelia, W. (2022). Kebebasan dalam Kurikulum Prototype. As-Sabiqun, 4(1), 115–131. https://doi.org/10.36088/assabiqun.v4i1.1683

Setyosari, P. (2013). Metode Penelitian Pendidikan dan Pengembangan. Kencana Prenadamedia Group.

Sugianto. (2022). Pembelajaran Berdiferensiasi: Antara Manfaat Dan Tantangannya. Balai Guru Peggerak Sumatera Selatan.

Sugiyono. (2010). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Alfabeta.

Sutama. (2019). Metode Penelitian Pendidikan ( Kuantitatif, Kualitatif, PTK, Mix Method, R&D). CV. Jasmine.

Tomlinson, C. A. (1999). Differentiated Classroom. In Association for Supervision and Curriculum Development (Vol. 37, Issue 3).

Utami, N. E. B. (2019). Layanan Guru Kelas Bagi Siswa Slow Learner Di Sekolah Inklusi (SD N Bangunrejo 2 Yogyakarta). Al-Bidayah: Jurnal Pendidikan Dasar Islam, 10(2), 271–290. https://doi.org/10.14421/al-bidayah.v10i2.164

Yuni Yati, Minsih, Endang Fauziati, & Yulia Maftuh Hidayati. (2023). Pelaksanaan Pembelajaran Berdiferensiasi Berdasarkan Modelitas Belajar Di Sekolah Dasar. Jurnal Elementaria Edukasia, 6(2), 726–735. https://doi.org/10.31949/jee.v6i2.5147

DOI: https://doi.org/10.35445/alishlah.v17i3.7052