Pelatihan Praktik Pembelajaran Berdiferensiasi Kepada Guru Mata Pelajaran Bahasa Inggris SMP Se-Kabupaten Tapin
DOI:
https://doi.org/10.20527/ekshum.v3i2.35Keywords:
Kurikulum Merdeka, Pembelajaran Berdiferensiasi, Mata Pelajaran Bahasa InggrisAbstract
ABSTRAK: Kurikulum sebagai seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu. Pendekatan pembelajaran yang diamanatkan oleh kurikulum di Indonesia sekarang adalah Pembelajaran berdiferensiasi. Guru-guru dituntut agar dapat mendesain pendekatan yang dapat memfasilitasi beragam karakteristik siswanya dikelas. Kegiatan pengabdian pada masyarakat ini bertujuan untuk meningkatkan kemampuan guru-guru mata Pelajaran Bahasa Inggris di SMP se-Kabupaten Tapin, Kalimantan Selatan dalam mendesain belajar mengajar yang berdiferensiasi. Permasalahan diselesaikan dalam tiga tahapan kegiatan yaitu analisis kebutuhan mitra, koordinasi serta pelaksanaan dan pendampingan kegiatan. Analisis kebutuhan dilakukan dengan cara melakukan survei awal guna memperoleh gambaran mengenai hambatan yang dialami guru dalam mengimplementasikan dan menggunakan teknologi pembelajaran yang tepat guna dalam pembelajarannya. Hasil pelatihan menunjukkan peningkatan pengetahuan guru dalam memahami pendekatan pembelajaran berdiferensiasi dan kemampuan menggunakan teknologi pembelajaran.
Kata kunci : Kurikulum Merdeka, Pembelajaran Berdiferensiasi, Mata Pelajaran Bahasa Inggris
ABSTRACT: Curriculum as a set of plans and arrangements regarding objectives, content, and learning materials as well as methods used as guidelines for organizing learning activities to achieve certain educational goals. The learning approach mandated by the curriculum in Indonesia today is Differentiated Learning. Teachers are required to be able to design an approach that can facilitate the various characteristics of their students in class. This community service activity aims to improve the ability of English subject teachers in junior high schools throughout Tapin Regency, South Kalimantan in designing differentiated teaching and learning. The problem is solved in three stages of activity, namely partner needs analysis, coordination and implementation and assistance of activities. The needs analysis was carried out by conducting an initial survey to obtain an overview of the obstacles experienced by teachers in implementing and using appropriate learning technology in their learning. The results of the training showed an increase in teacher knowledge in understanding the differentiated learning approach and the ability to use learning technology.
Keywords: Merdeka Curriculum, Differentiated Instruction, English Language Subject
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Copyright (c) 2025 Yasyir Fahmi Mubaraq, Yulieda Hermaniar, Vivi Aulia, Tri Winindyasari Palupi, Hidya Maulida
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