<![CDATA[This study aims to examine teachers’ strategies in designing and implementing student learning profile mapping and its utilization as a basis for potential-based learning placement at MI Nahdlatul Ulama Kraksaan Probolinggo. This study is motivated by the persistence of uniform learning practices that have not fully accommodated students’ diverse characteristics and potentials. This research employed a qualitative descriptive approach with data collection techniques including interviews, observations, and documentation involving the principal, vice principal for curriculum, and homeroom teachers of Tahfidz, Language, IT, and Science programs. Data analysis was conducted using an interactive model consisting of data condensation, data display, and conclusion drawing/verification. The findings indicate that teachers’ strategies in mapping learning profiles are carried out systematically through planning, implementation, and evaluation stages. The mapping process involves initial assessments, observations, analysis of learning outcomes, and communication with parents to obtain a comprehensive understanding of students’ characteristics. The results are utilized as the basis for placing students into appropriate programs and implementing differentiated learning. These findings show that learning profile mapping contributes to improving learning effectiveness and optimizing students’ potential development in primary education.]]>
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