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DIFERENSIASI PEMBELAJARAN DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR: KAJIAN LITERATUR SISTEMATIS Chindytia; I Made Riki Nanjaya Diputra; Ni Ketut Rai Laraningsih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16617

Abstract

Differentiated instruction is a key pillar of the Kurikulum Merdeka (Freedom Curriculum) designed to accommodate the diverse needs, interests, and learning profiles of elementary school students. Despite policy implementation since 2022, field-level challenges remain uncomprehensively synthesized. This study aims to: (1) identify the concepts and principles of differentiated instruction within the Kurikulum Merdeka framework; (2) map evidence-based implementation strategies; and (3) describe challenges and solutions supported by empirical evidence. A Systematic Literature Review (SLR) using the PRISMA protocol was employed. Searches across Google Scholar, GARUDA, and DOAJ databases yielded 248 articles; after four-stage screening, 25 articles indexed in Sinta 1–4 (2022–2026) were included. Results reveal three differentiation dimensions content, process, and product that must be implemented in an integrated manner grounded in diagnostic assessment. Eight strategies proved effective, led by flexible grouping (cited in 18/25 articles) and beginning-of-unit diagnostic assessment (19/25 articles). The greatest challenge is limited teacher pedagogical competence, addressable through lesson study–based professional learning communities and the Merdeka Mengajar platform. This review produces evidence-based synthesis directly applicable to teachers, school principals, and policymakers seeking to optimize differentiated instruction at the elementary school level.
ANALISIS STUDI KASUS DAN SWOT DI SD NEGERI 3 SANUR Ida Bagus Gede Surya Abadi; Chindytia; Ni Luh Ayu Rosita Dewi; Umniyati Rizka; Ni Kadek Sinta Lascahya Puji
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17007

Abstract

The implementation of School-Based Management (SBM) at SD Negeri 3 Sanur has generally been carried out fairly well, as evidenced by solid internal governance, a conducive learning environment, and adequate school facilities. Various aspects, including curriculum, student affairs, human resources, finance, and infrastructure management, have been structured effectively to support the learning process. However, public relations management is still sub-optimal, which consequently limits the active involvement of external stakeholders and the school committee. Based on the SWOT analysis, the school's location in Sanur presents a great opportunity to strengthen community cooperation and utilize the local environment as a contextual learning resource. This opportunity must be maximized to address tangible threats, such as intense inter-school competition and ever-increasing demands for educational quality. Therefore, a tactical strategy to enhance school-community communication and collaboration is highly required to support sustainable educational quality improvement.
Pengaruh Strategi Pembelajaran Pendidikan Karakter Terhadap Sikap Sosial Mahasiswa Ni Luh Putu Agetania; I Gusti Agung Ayu Wulandari; Chindytia; Ni Luh Putu Mery Marlinda
JURNAL PENDIDIKAN KEWARGANEGARAAN Volume 9 Nomor 2 Edisi Desember 2025
Publisher : UNIVERSITAS PGRI PONTIANAK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jpkn.v9i2.9468

Abstract

Penelitian ini mengkaji pengaruh strategi pembelajaran pendidikan karakter terhadap sikap sosial mahasiswa, sebagai respons terhadap rendahnya partisipasi dalam mata kuliah Pendidikan Kewarganegaraan (PPKn) di perguruan tinggi. Penelitian ini menggunakan desain kuasi-eksperimen dengan pendekatan pretest-posttest control group yang melibatkan 60 mahasiswa dari Program Studi PGSD Universitas Pendidikan Ganesha. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam sikap sosial, dengan skor rata-rata posttest sebesar 71,38, dibandingkan dengan skor rata-rata pretest yang hanya 60,70, dengan selisih peningkatan sebesar 10,68 poin (p = 0,000). Perlakuan yang diberikan melibatkan tiga strategi utama: diskusi nilai, refleksi sosial, dan proyek sosial kolaboratif. Strategi ini terbukti meningkatkan empati, kerja sama, tanggung jawab, dan solidaritas sosial mahasiswa. Temuan ini menegaskan pentingnya integrasi pendidikan karakter dalam sistem pembelajaran perguruan tinggi untuk membentuk sikap sosial yang bertanggung jawab dan etis di kalangan mahasiswa.