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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Intensive Journal
Fahmi Mubaraq, Yasyir
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Languange, Linguistic, Communication & Media Other

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The Implementation of Differentiated Learning in English Teaching in Junior High Schools Hermaniar, Yulieda; Fahmi Mubaraq, Yasyir; Winindyasari Palupi, Tri; Rusdiana, Ida
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.20108

Abstract

The implementation of Kurikulum Merdeka in Indonesia emphasizes flexibility and essential learning materials to develop students' competencies and characters. Therefore, since 2022, all teachers are required to adapt student-centered learning methods in their teaching process. One of the proposed methods is differentiated learning that allows students to be recognized based on their learning preparation, learning interests and learning profiles. As regulation, teachers are required to create student profiles using various instruments to map students and become the basis of differentiated learning. When differentiated learning is implemented in Indonesia with various backgrounds both cultural and learning styles, teachers face new challenges. Therefore, this study was conducted to review the application of differentiated learning methods as part of the implementation of Kurikulum Merdeka. Observation is carried out by filling out an Observation Form that focuses on the application of differentiated learning based on the accuracy of content, process, and product. Interviews were also used to clarify the findings. Qualitative data obtained through the two methods were analyzed descriptively by following the stages proposed by Cresswell, namely transcribing, coding and classifying, interpreting, and drawing conclusions. The results showed the implementation of differentiated learning in public secondary schools in Tapin Regency. The implementation of differentiated learning is at the pre-learning stage, during learning, and at the evaluation stage.  
PERSEPSI GURU TERHADAP PENERAPAN PEMBELAJARAN MENDALAM DI SDN TELAGA BIRU 5 BANJARMASIN Normasliah; Fahmi Mubaraq, Yasyir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60748

Abstract

Deep learning emphasizes conceptual understanding, student engagement, critical thinking, and character building. This study aims to describe teachers' perceptions, challenges, and influencing factors regarding deep learning implementation at SDN Telaga Biru 5 Banjarmasin. Utilizing a qualitative descriptive design, the subjects included the principal and classroom teachers from grades 1 to 6. Data collected via observation, interviews, and documentation were validated through source and technique triangulations. The results revealed that teachers hold positive perceptions toward deep learning due to its pedagogical benefits. However, they encounter challenges such as limited instructional time, inadequate facilities, diverse student readiness, and classroom management. Furthermore, the implementation is driven by internal factors (teaching experience and conceptual grasp) and external factors (school support, professional training, and collaborative culture). In conclusion, successful deep learning requires a synergy between teacher readiness and a supportive school environment. These findings offer a reference for future research evaluating its empirical effectiveness.
Co-Authors Ida Rusdiana Normasliah Winindyasari Palupi, Tri Yulieda Hermaniar