Key to Successful Differentiated Learning: Strategies of SKI Teachers in Utilizing Diagnostic Assessment Results at MTs YPI Panjeng Ponorogo
Abstract
One significant framework within the implementation of the Merdeka Curriculum is the concept of differentiated learning, which acknowledges the individual differences among students and provides a tailored learning experience based on their varying needs and interests. This research aims to uncover the success of implementing differentiated learning in MTs YPI Panjeng, Ponorogo, with a specific focus on the role of Sejarah Kebudayaan Islam (SKI) teachers in leveraging diagnostic assessment results. This research employs a qualitative approach, involving in-depth interviews with SKI teachers, classroom observations, and document analysis. The findings of the study indicate that SKI teachers at MTs YPI Panjeng have developed various effective strategies to utilize diagnostic assessment results as a foundation for differentiated learning. These strategies encompass identifying individual student needs, grouping students for learning, utilizing diverse instructional materials and media, and implementing ongoing formative and summative assessments. Furthermore, the study identifies several supportive factors contributing to the successful implementation of differentiated learning, including teacher commitment, school leadership support, and collaborative efforts among teachers. These findings offer valuable insights for the development of differentiated learning approaches in MTs and similar educational institutions. The outcomes of this research contribute to an improved understanding of differentiated learning practices in MTs and provide guidance for SKI teachers and educational staff to enhance the effectiveness of differentiated learning. Additionally, this research provides a basis for the development of school policies that support the implementation of differentiated learning at the MTs level.
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