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All Journal Jurnal Cahaya Mandalika Journal of Technology-Assisted Learning
Masturdin, Masturdin
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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PERSPEKTIF GURU SEKOLAH MENENGAH ATAS TERHADAP PROJEK PENGUATAN PROFIL PELAJAR PANCASILA PADA KURIKULUM MERDEKA Masturdin, Masturdin; Amalia, Ira Nur; Sulastri, Sindy Kania; Nurjayadi, Muktiningsih
Jurnal Cahaya Mandalika ISSN 2721-4796 (online) Vol. 3 No. 2 (2022)
Publisher : Institut Penelitian Dan Pengambangan Mandalika Indonesia (IP2MI)

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Abstract

Pergantian kurikulum di Indonesia adalah proses yang terus berkembang seiring waktu. Kurikulum menjadi dinamis untuk disesuaikan dengan perkembangan dan tuntutan kehidupan yang terus berubah. Projek penguatan profil pelajar pancasila merupakan salah satu bagian dari struktur kurikulum merdeka sehingga guru harus memiliki perspektif yang baik terhadap pemahaman kurikulum merdeka. Penelitian ini bertujuan untuk mengetahui perspektif guru sekolah mengah atas terhadap projek penguatan profil pelajar pancasila. Metode penelitian yang digunakan yaitu metode kualitatif, melalui metode kualitatif dapat digambarkan secara mendalam mengenai perspektif guru terahap projek penguatan profil pelajar pancasila. Berdasarkan penelitian yang telah dilakukan guru sekolah menengah atas memiliki perspektif yang baik terhadap kegiatan projek penguatan profil pelajar pancasila. Mulai dari konsep dasar, tahap persiapan, tahap pelaksanaan sampai dengan tahap asesmen dan evaluasi projek penguatan pelajaran pancasila. Hal tersebut didukung berdasarkan data hasil wawancara yang menujukan bahwa jawaban dari setiap responden sesuai dengan panduan projek penguatan pelajar pancasila yang telah di keluarkan oleh Kemendikbud, sehingga dapat di simpulkan bahwa guru sekolah menegah atas yang berada di daerah kabupaten dan kota serang provinsi Banten memiliki perspektif yang baik terhadap kegiatan projek penguatan pelajar pancasila pada kurikulum merdeka.
Mapping Research on Differentiated Instruction: A Bibliometric Review of the Literature in the Last 20 Years Masturdin, Masturdin
Journal of Technology-Assisted Learning Vol. 1 No. 1 (2025): Journal of Technology-Assisted Learning
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jtal.v1i1.4

Abstract

Differentiated Instruction (DI) has emerged as a vital pedagogical approach over the past two decades, focusing on adapting teaching methods to meet student’s individual needs in heterogeneous classrooms. Introduced by Carol Ann Tomlinson, differentiated instruction enhances learning outcomes, motivation, and active student participation, particularly in classrooms with diverse abilities and needs. Research on differentiated instruction has shown significant growth, both in the number of publications and in the topics explored, such as its application in various subjects, the use of technology, and its impact on different student groups. The United States and Europe are the primary contributors to this research, with leading journals serving as key publication platforms. Future research could benefit from increased collaboration between institutions in these regions and those in the United States and Europe, which could promote the exchange of culturally relevant practices and broaden the application of DI. However, implementing differentiated instruction continues to face challenges, including limited resources, time constraints, and inadequate teacher training. Bibliometric analyses map the development of differentiated instruction research over the past two decades, identifying trends, collaboration networks, and key themes in the literature. This review aims to guide future research and insights for educators, researchers, and policymakers regarding the evolution and implementation of differentiated instruction in education.
Co-Authors Amalia, Ira Nur Muktiningsih Nurjayadi Sulastri, Sindy Kania