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All Journal Jurnal Ilmu Pendidikan Dasar Indonesia Spectapro
Muhammad Syahrul Muharram
Universitas Al-Hikmah Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementasi Pembelajaran Berdiferensiasi di Sekolah Dasar Choirul Anwar; Muhammad Syaiful Munir; Muhammad Syahrul Muharram; Muhammad Miftah Nur Rozaq
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 4 No 4 (2025): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v4i4.3780

Abstract

Pembelajaran berdiferensiasi menjadi strategi penting dalam pendidikan dasar untuk mengakomodasi keragaman kemampuan, minat, dan gaya belajar siswa. Penelitian ini bertujuan untuk memetakan prinsip, strategi, tantangan, dan peluang implementasi pembelajaran berdiferensiasi di sekolah dasar melalui tinjauan literatur sistematis. Metode penelitian menggunakan pendekatan Systematic Literature Review berdasarkan panduan PRISMA, dengan sumber data dari basis data Scopus pada periode 2020 hingga 2025. Sebanyak 32 artikel yang memenuhi kriteria inklusi dianalisis menggunakan pendekatan tematik dan bibliometrik untuk mengidentifikasi model, strategi pembelajaran, bentuk asesmen, capaian positif, serta hambatan yang dihadapi. Hasil menunjukkan bahwa strategi seperti flexible grouping, tiered instruction, dan enrichment menjadi praktik dominan, yang secara konsisten terintegrasi dengan asesmen formatif untuk memantau kemajuan belajar siswa. Implementasi pembelajaran berdiferensiasi terbukti meningkatkan keterlibatan, motivasi, dan hasil belajar, meskipun masih dihadapkan pada keterbatasan sumber daya, pelatihan guru, dan dukungan kebijakan. Temuan ini menegaskan pentingnya panduan implementasi yang kontekstual, pengembangan kompetensi guru secara berkelanjutan, serta kolaborasi lintas pemangku kepentingan untuk memastikan keberlanjutan praktik pembelajaran berdiferensiasi. Penelitian ini memberikan kontribusi signifikan terhadap literatur pendidikan dengan menyintesis temuan lintas disiplin dan memetakan kesenjangan penelitian yang dapat menjadi fokus studi lanjutan.
Gender Stereotypes in Assigning Physical Education Roles: Evidence from Islamic Primary Schools Choirul Anwar; Ahmad Faiz Abdillah; Muhammad Syahrul Muharram; Istianatul Milah
Spectapro: Journal of Cultural Currents in Physical Education and Sport Evolution Vol. 1 No. 2 (2025): Spectapro: Journal of Cultural Currents in Physical Education and Sport Evoluti
Publisher : PT. Afeksi Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/spectapro.v1i2.604

Abstract

Background of study: Gender stereotypes continue to significantly influence educational management, particularly within the context of religious-based primary schools.Aims and scope of paper: This study aims to analyze how gender-based perceptions dictate the assignment of non-specialist class teachers as Physical Education instructors in Madrasah Ibtidaiyah.Methods: Employing a qualitative descriptive case study, research was conducted at a private Madrasah Ibtidaiyah in Salatiga. Data were gathered through participatory observation, documentation, and semi-structured interviews with male and female class teachers representing both lower and upper grade levels.Results: Findings reveal a systematic segregation where female teachers are exclusively assigned to lower grades based on nurturing stereotypes. In contrast, male teachers dominate upper grades due to perceived physical authority and masculine dominance. This distribution is driven by social role expectations rather than formal professional competence. The analysis indicates that these practices reproduce traditional gender schemas within the sports field, limiting teachers' professional development and reinforcing gender biases among students. Madrasah management tends to rely on intuitive gender roles rather than pedagogical standards, creating an invisible barrier to female educators in athletic instruction.Conclusion: The study concludes that such stereotypical assignments undermine the inclusivity of physical education. It implies an urgent need for gender-responsive managerial policies and cross-gender teacher rotations to dismantle these ingrained biases. This research contributes a significant perspective on the mechanism of gender reproduction within Islamic primary education management.
Co-Authors Ahmad Faiz Abdillah Choirul Anwar Istianatul Milah Muhammad Miftah Nur Rozaq Muhammad Syaiful Munir