<![CDATA[AbstrakPelatihan ini bertujuan untuk meningkatkan pemahaman peserta tentang kurikulum Merdeka dan keterampilan mengembangkan pembelajaran bediferensiasi, khususnya LKPD berbasis proyek. Pelatihan diikuti oleh 26 orang guru IPA SMP yang tergabung dalam MGMP IPA SMP Kabupaten Lampung Selatan. Pelatihan menggunakan strategi scaffolding. Langkah yang digunakan adalah the teacher does it dan the group does it. Sebelum pelatihan, peserta diminta melakukan self assessment tentang pemahaman pada kurikulum Merdeka dan kterampilannya mengembangkan LKPD berdiferensiasi. Selanjutnya peserta secara klasikal akan dibimbing pelatih (the teacher does it) dan berinteraksi dengan teman-teman dalam satu kelompok (the group does it). Hasil pelatihan menunjukkan bahwa pemahaman peserta tentang kurikulum Merdeka mengalami peningkatan. Setelah pelatihan jumlah peserta yang pemahamannya “sangat baik” meningkat 11,54 %, “baik” meningkat 19.23%. LKPD yang dihasilkanpun telah memenuhi kriteria “baik”, sehingga dapat disimpulkan bahwa pelatihan ini mampu meningkatkan pemahaman dan keterampilan peserta dalam mengem-bangkan keterampilan LKPD berdifrernsiasi. Kata Kunci: LKPD; pembelajaran berdiferensiasi; strategi scaffolding AbstractThis training aims to increase participants' understanding of the Merdeka curriculum and skills in developing differentiated learning, especially project-based LKPD. The training was attended by 26 middle school science teachers who are members of the South Lampung Regency Middle School Science MGMP. Training uses scaffolding strategies. The steps used are the teacher who does it and the group who does it. Before the training, participants were asked to carry out a self-assessment regarding their understanding of the Merdeka curriculum and their skills in developing differentiated LKPD. Next, participants will classically be guided by a trainer (the teacher Does it) and interact with friends in one group (the group Does it). The results of the training showed that participants' understanding of the Merdeka curriculum had increased. After the training the number of participants whose understanding was "very good" increased by 11.54%, "good" increased by 19.23%. The resulting LKPD has met the "good" criteria, so it can be concluded that this training is able to increase participants' understanding and skills in developing differentiated LKPD skills. Keywords: differentiated learning; LKPD; scaffolding strategy DOI: https://doi.org/10.23960/rp/v3i2.hal.83-91]]>
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