<![CDATA[ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran berdiferensiasi pada mata pelajaran Bahasa Indonesia di SMP Kota Medan yang mencakup diferensiasi konten, proses, produk, dan lingkungan belajar. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui observasi di kelas dan wawancara terhadap guru Bahasa Indonesia di tiga sekolah. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi telah mulai diterapkan, terutama pada aspek konten melalui penggunaan media yang mengakomodasi visual, auditori, dan kinestetik. Pada aspek proses, guru telah menggunakan metode pembelajaran yang bervariasi, namun belum sepenuhnya disesuaikan dengan karakteristik peserta didik. Pada aspek produk, peserta didik belum diberikan kebebasan secara optimal dalam menentukan bentuk hasil belajar. Sementara itu, pada aspek lingkungan belajar, suasana kelas sudah kondusif, tetapi pengelolaannya masih bersifat konvensional dan belum fleksibel. Implementasi pembelajaran berdiferensiasi di SMP kota Medan masih berada pada tahap awal dan belum berorientasi pada kebutuhan individual peserta didik. Oleh karena itu, diperlukan penguatan kompetensi guru dalam merancang pembelajaran yang adaptif. KATA KUNCI: Pembelajaran berdiferensiasi, gaya belajar, bahasa indonesia. > TITLE: IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN INDONESIAN LANGUAGE CLASSES AT JUNIOR HIGH SCHOOLS IN MEDAN ABSTRACT: This study aims to describe the implementation of differentiated instruction in Indonesian language classes at junior high schools in Medan, covering differentiation in content, process, product, and learning environment. This study employs a qualitative approach using a descriptive method. Data were collected through classroom observations and interviews with Indonesian language teachers at three schools. The results of the study indicate that differentiated instruction has begun to be implemented, particularly in the content aspect through the use of media that accommodates visual, auditory, and kinesthetic learners. In the process aspect, teachers have employed varied instructional methods,but these have not yet been fully adapted to the characteristics of the students. In the product aspect, students have not been given optimal freedom in determining the form of their learning outcomes. Meanwhile, regarding the learning environment, the classroom atmosphere is conducive, but its management remains conventional and lacks flexibility. The implementation of differentiated instruction in junior high schools in Medan is still in its early stages and has not yet been oriented toward the individual needs of students. Therefore, it is necessary to strengthen teachers’ competencies in designing adaptive instruction KEYWORDS: Differentiated Instruction, learning styles, Indonesian language.]]>
