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All Journal Autentik : Jurnal Pengembangan Pendidikan Dasar Journal of Innovation and Research in Primary Education
Nurmala, Neli
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS KOMPETENSI PEDAGOGIK GURU DALAM PENERAPAN KURIKULUM MERDEKA DI SDN KADUBUNGBANG 1 Nurmala, Neli; Robandi, Babang
Autentik : Jurnal Pengembangan Pendidikan Dasar Vol 9 No 1 (2025)
Publisher : Elementary School Teacher Education (PGSD), STKIP PGRI Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36379/autentik.v9i1.600

Abstract

This study aims to analyze the pedagogical competence of teachers in implementing learning in the independent curriculum which includes understanding student characteristics, understanding learning theories, implementing learning, utilizing technology and information in learning, and evaluating independent curriculum learning at SDN Kadubungbang 1. The method used in this study is a qualitative method with a naturalistic analysis type. The sample of this study was teachers at SDN Kadubungbang 1. The instruments used included interview guidelines, observation sheets, and related documents. Data collection techniques used included interviews, observations, and documentation studies. Data analysis techniques used included data collection, data reduction, data presentation, and drawing conclusions. The conclusion of this study is that teachers at SDN Kadubungbang 1 have a basic understanding of the principles of the Independent Curriculum, especially related to differentiated learning in recognizing student character and the formation of Pancasila student profiles. Teachers are able to compile learning tools, such as teaching modules that are in accordance with the Independent Curriculum guidelines. However, some teachers still face obstacles in designing learning activities that are fully responsive to the needs, interests, and potential of students. The implementation of learning in the classroom shows that most teachers have tried to apply a student-centered approach. Keywords: Competence; Pedagogy; Independent Curriculum
Implementing Differentiated Learning to Foster Learning Interest and Creative Thinking among Diverse Elementary School Students Nurmala, Neli; Paik, Iik Nurul; Fitriani, Yulianti
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1822

Abstract

The quality of an abstract significantly influences readers’ decisions to engage with a scholarly article in its entirety. A well-structured abstract should encompass several key elements. The background of this study highlights the relevance and urgency of instructional approaches that can accommodate student diversity in primary education, where uniform teaching methods often overlook individual differences and risk diminishing both student engagement and academic achievement. The objective of this research is to identify and synthesize effective strategies for implementing differentiated instruction that simultaneously enhances learning interest and creative thinking skills among primary school students. Employing a descriptive qualitative approach through a literature review design, data were systematically collected from various academic databases, including Google Scholar, ResearchGate, and DOAJ, resulting in the selection of 13 studies based on stringent inclusion criteria. The findings indicate that differentiated learning strategies exert a significant positive impact on the development of creative thinking skills and the enhancement of students’ learning interest. A reciprocal relationship was identified, wherein heightened interest fosters creativity, and creative activities, in turn, stimulate interest in learning. In conclusion, this study proposes a conceptual framework to guide educators in implementing differentiated instruction within heterogeneous classrooms. The practical implications underscore the need to adopt flexible and responsive instructional models to maximize the potential of every learner.
Co-Authors Babang Robandi Paik, Iik Nurul Yulianti Fitriani