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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Cakrawala: Jurnal Pengabdian Masyarakat Global
Juhana Sakmal
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Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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PERAN GURU DALAM MEWUJUDKAN MERDEKA BELAJAR MELALUI PEMBELAJARAN BERDIFERENSIASI DI SDN TUGU 10 DEPOK Jessica Triuli Adelia; Prayuningtyas Angger Wardhani; Juhana Sakmal
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42448

Abstract

The implementation of Merdeka Belajar emphasizes learning freedom that respects students’ diverse characteristics, which cannot be achieved without the active role of teachers. However, in practice, teachers still face challenges in accommodating students’ varied readiness, interests, and learning profiles. This study aims to explore the role of teachers in realizing Merdeka Belajar through differentiated instruction at SDN Tugu 10 Depok. The research employed a qualitative approach using a phenomenological study design. Data were collected through classroom observations, in-depth interviews with teachers, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The results indicate that teachers play a significant role as planners, facilitators, motivators, and evaluators in implementing differentiated instruction. Teachers conduct diagnostic assessments, design learning activities based on students’ needs, implement differentiation in content, process, and product, and carry out continuous assessment. The implementation of differentiated learning creates an engaging learning environment, increases student participation, and supports students’ independence in learning. Differentiated learning is an effective strategy to realize Merdeka Belajar when supported by teachers’ pedagogical competence, reflective practices, and flexibility in learning design.
Co-Authors Adela Sabira Ramadhani Arifin Maksum Arita Marini Chairunnisa, Nabila Endang Kurnianti Endang M Kurnianti Endang Wahyudiana Engga Dallion. EW Ernes Eka Putri Aritonang Fidini Ilmi, Cindy Jasmine Indria Adiesty Jessica Triuli Adelia Julius Sagita Kitri Aprida Linda Zakiah Linda Zakiyah Muril Zahari Nisrina Lutfiyah Petrus Paulus Mbette Suhendro Prayuningtyas Angger Wardhani Radot Tua Joseph Marbun Rizqa Ekaputri Nurhapsari Siti Naurah Laila Rasyidah Sri Nuraini Taufik Rihatno