ABSTRAK

Tatang (20211510021) Analisis Kendala Guru Dalam Penerapan Pembelajaran Diferensiasi (Studi Kualitatif Deskriptif Di MI Guranteng Kecamatan Garawangi Kabupaten Kuningan). Program Studi Pendidikan Guru Sekolah Dasar. Fakultas Ilmu Keguruan Dan Ilmu Pendidikan Universitas Kuningan. 2025. Pembimbing I: Dr. Arrof Acesta, M.Pd Pembimbing II: Eli Hermawati, M.Pd.

Penelitian ini dilatarbelakangi oleh adanya kendala guru dalam penerapan pembelajaran diferensiasi di MI Guranteng. Penelitian ini bertujuan untuk mengetahui kendala-kendala yang dihadapi oleh guru dalam menerapkan pembelajaran diferensiasi di MI Guranteng. Penelitian ini menggunakan metode kualitatif deskriptif. Sumber data dalam penelitian ini yaitu data primer dan sekunder. Pengumpulan data melalui wawancara, observasi, dan dokumentasi. Analisis data menggunakan teori dari Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru di MI Guranteng menghadapi beberapa kendala dalam menerapkan pembelajaran diferensiasi, antara lain kendala merancang pembelajaran diferensiasi, kendala strategi pembelajaran diferensiasi, kendala dalam mengelola kelas, kendala modul ajar, kendala modifikasi modul ajar, kendala penilaian hasil belajar, kendala dalam mengevaluasi hasil belajar. Penelitian ini diharapkan dapat memberikan kontribusi pada peningkatan kualitas pembelajaran diferensiasi di MI Guranteng dan lembaga pendidikan lainnya. Dengan demikian, penelitian ini dapat membantu meningkatkan kualitas pendidikan di MI Guranteng dan lembaga pendidikan lainnya, serta memberikan manfaat bagi guru, siswa, dan masyarakat luas.

Kata Kunci: Pembelajaran Diferensiasi, Kendala Guru, MI Guranteng

ABSTRACT

Tatang (20211510021) Analysis of Teacher Constraints in Implementing Differentiated Learning (Descriptive Qualitative Study at MI Guranteng, Garawangi District, Kuningan Regency). Elementary School Teacher Education Study Program. Faculty of Teacher Training and Education, Kuningan University. 2025. Supervisor I: Dr. Arrof Acesta, M.Pd Supervisor II: Eli Hermawati, M.Pd.
This research was motivated by the obstacles faced by teachers in implementing differentiated learning at MI Guranteng. This study aims to determine the obstacles faced by teachers in implementing differentiated learning at MI Guranteng. This study uses a descriptive qualitative method. The data sources in this study are primary and secondary data. Data collection through interviews, observations, and documentation. Data analysis uses the theory of Miles and Huberman, namely data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers at MI Guranteng face several obstacles in implementing differentiated learning, including obstacles in designing differentiated learning, obstacles in differentiated learning strategies, obstacles in managing classes, obstacles in teaching modules, obstacles in modifying teaching modules, obstacles in assessing learning outcomes, obstacles in evaluating learning outcomes. This study is expected to contribute to improving the quality of differentiated learning at MI Guranteng and other educational institutions. Thus, this study can help improve the quality of education at MI Guranteng and other educational institutions, as well as provide benefits for teachers, students, and the wider community.
Keywords: Differentiated Learning, Teacher Obstacles, MI Guranteng