School readiness analysis in implementing differentiated learning in Kurikulum Merdeka

Sisworo Hadi; Dinn Wahyudin

doi:10.17509/jik.v21i2.68994

Abstract

The principle of differentiated learning is fundamental to the implementation of the Merdeka curriculum. Organizational readiness analysis became crucial before the implementation of differentiated instruction. This research aims to determine the school's readiness as an institution or organization to implement Differentiated Learning in Kurikulum Merdeka. This research was conducted at SMP Penggerak in Bogor City. The research is quantitative research with a survey method. The level of school readiness will be measured using the Readiness Framework Thinking Tool from Scaccia et al. R=MC2 readiness framework is the framework for the instrument adopted. (R: Readiness; C: Innovation Specific Capacity; C: General Capacity). Based on research on School Readiness Levels), the percentage of readiness levels for the three elements of readiness levels is 80.1 percent for motivation elements, 83.7 percent for general capacity elements, and 87.4 percent for particular capacity elements. Using an Interactive System Framework (ISF) and Quality Implementation Framework (QIF), the implementation is divided into 4 phases. In phase 1, all processes are related to internal preparation. In phase 2, schools can develop teams under learning committees. In phase 3, the development of a sustainable strategy, and in phase 4, it is necessary to develop a pattern for the future.

Abstrak

Prinsip pembelajaran berdiferensiasi menjadi sangat penting pada implementasi kurikulum merdeka. Sebelum implementasi sebuah inovasi seperti pembelajaran berdiferensiasi, sangat perlu dilakukan analisis bagaimana tingkat kesiapan sekolah untuk mengimplementasikan pembelajaran berdiferensiasi. Tujuan penelitian ini untuk mengetahui kesiapan sekolah sebagai lembaga atau organisasi dalam menerapkan Pembelajaran Diferensiasi di Kurikulum Merdeka. Penelitian ini menganalisis kesiapan SMP Penggerak di Kota Bogor dalam menerapkan pembelajaran Diferensiasi. Penelitian ini merupakan penelitian kuantitatif dengan metode survei. Tingkat kesiapan sekolah akan diukur dengan menggunakan Readiness Framework Thinking Tool dari Scaccia, et. Kerangka kesiapan R=MC2 merupakan kerangka instrumen yang diadopsi. (R: Kesiapan; C: Kapasitas Khusus Inovasi; C: Kapasitas Umum). Berdasarkan hasil penelitian Tingkat Kesiapan Sekolah), persentase tingkat kesiapan ketiga unsur tingkat kesiapan adalah 80,1 persen unsur motivasi, 83,7 persen unsur kapasitas umum, dan 87,4 persen unsur kapasitas khusus. Dengan menggunakan Interactive System Framework (ISF) dan Quality Implementation Framework (QIF), proses pelaksanaan pembelajaran berdiferensiasi di SMP Penggerak Kota Bogor dapat dibagi menjadi 4 tahap. Pada tahap 1 semua proses yang berkaitan dengan persiapan internal harus dilakukan. Pada fase 2, sekolah dapat mengembangkan tim di bawah komite pembelajaran. Pada fase 3 pengembangan strategi berkelanjutan dan pada fase 4 perlu dikembangkan pola implementasi untuk masa depan.

Kata Kunci: kurikulum merdeka; pembelajaran berdiferensiasi; SMP penggerak

Keywords:

differenciated learning kurikulum merdeka SMP penggerak

References

Bahri, S. (2021). Peningkatan kapasitas guru di era digital melalui model pembelajaran inovatif variatif. Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian, 2(4), 93-102.

Bast, L. S., Andersen, H. B., Andersen, A., Lauemøller, S. G., Bonnesen, C. T., & Krølner, R. F. (2021). School coordinators’ perceptions of organizational readiness is associated with implementation fidelity in a smoking prevention program: findings from the X: IT II study. Prevention Science, 22, 312-323.

Dias, E. M., Walker, T. J., Craig, D. W., Gibson, R., Szeszulski, J., Brandt, H. M., ... & Fernandez, M. E. (2023). Examining readiness for implementing practice changes in federally qualified health centers: A rapid qualitative study. Journal of Community Psychology, 51(7), 2724-2740

Domlyn, A. M., Scott, V., Livet, M., Lamont, A., Watson, A., Kenworthy, T., ... & Wandersman, A. (2021). R= MC2 readiness building process: A practical approach to support implementation in local, state, and national settings. Journal of Community Psychology, 49(5), 228-248.

Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran berdiferensiasi dalam program guru penggerak pada modul 2.1. Jurnal Basicedu, 6(2), 46-53.

Flaspohler, P. D., Meehan, C., Maras, M. A., & Keller, K. E. (2012). Ready, willing, and able: Developing a support system to promote implementation of school-based prevention programs. American Journal of Community Psychology, 50(4), 428-444.

Fitra, D. K. (2022). Pembelajaran berdiferensiasi dalam perspektif progresivisme pada mata pelajaran IPA. Jurnal Filsafat Indonesia, 5(3), 250-258.

Gusteti, M. U., & Neviyarni, N. (2022). Pembelajaran berdiferensiasi pada pembelajaran Matematika di kurikulum merdeka. Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika, 3(3), 636-646.

Hanafi, I. (2019). Analisis kesiapan guru kelas dalam mengimplementasikan pembelajaran tematik di SDN 006 Bangkinang. Jurnal Review Pendidikan dan Pengajaran (JRPP), 2(2), 303-309.

Kado, K. (2022). The effect of differentiated instruction on academic achievement of grade eleven students in the field of derivative in Bhutan. International Journal of Educational Studies in Social Sciences, 2(1), 27-34.

Maharani, A., Supriatna, W., Linda, L., & Yanni, F. (2021). Organizational readiness and innovation capabilities in a context of manufacturing company: Will leadership skills mediates?. Journal of Research in Business, Economics, and Education, 3(3), 68-82.

Marisana, D., Iskandar, S., & Kurniawan, D. T. (2023). Penggunaan platform merdeka mengajar untuk meningkatkan kompetensi guru di sekolah dasar. Jurnal Basicedu, 7(1), 139-150.

Nahdhiah, U., & Suciptaningsih, O. A. (2024). Optimization of Kurikulum Merdeka through differentiated learning: Effectiveness and implementation strategy. Inovasi Kurikulum, 21(1), 349-360.

Naibaho, D. P. (2023). Strategi pembelajaran berdiferensiasi mampu meningkatkan pemahaman belajar peserta didik. Journal of Creative Student Research, 1(2), 81-91.

Nugraha, T. S. (2022). Kurikulum merdeka untuk pemulihan krisis pembelajaran. Inovasi Kurikulum, 19(2), 251-262.

Nugroho, R. A. (2020). Kajian analisis model e-readiness dalam rangka implementasi e-government. Masyarakat Telematika dan Informasi: Jurnal Penelitian Teknologi Informasi dan Komunikasi, 11(1), 65-80.

Oktaviyani, S., & Ramayanti F. (2023). Analisis kesiapan sekolah dalam mengimplementasikan kurikulum merdeka belajar di sekolah dasar. Jurnal Basicedu, 7(3), 1-12.

Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: Exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230.

Prasetyono, H., Nurfahana, A., Ramdayana, I. P., Anita, T., & Hikmah, N. (2022). Penguatan komite pembelajaran program sekolah penggerak. Jurnal PkM (Pengabdian kepada Masyarakat), 5(2), 155-164.

Purnawanto, A. T. (2023). Pembelajaran berdiferensiasi. Jurnal Pedagogy, 16(1), 34-54.

Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated literacy instruction: Boondoggle or best practice?. Review of Educational Research, 90(4), 459-498.

Ramdani, M., Yuliyanti, S. Y., Rahmatulloh, I. T., & Suratman, S. (2022). Penggunaan Platform Merdeka Mengajar (PMM) pada guru sekolah dasar. Journal of Instructional and Development Researches, 6(2), 248-254.

Sapan, M. & Mede, E. (2022). The effects of Differentiated Instruction (DI) on achievement, motivation, and autonomy among english learners. Iranian Journal of Language Teaching Research, 10(1), 34-44.

Sari, A. N., & Sunarya, Y. (2023). Peran guru penggerak dalam implementasi kurikulum merdeka pada jenjang SMA di Kota Depok. Diskursus: Jurnal Pendidikan Bahasa Indonesia, 6(2), 229-240.

Scaccia, J. P., Cook, B. S., Lamont, A., Wandersman, A., Castellow, J., Katz, J., & Beidas, R. S. (2015). A practical implementation science heuristic for organizational readiness: R=MC2. Journal of Community Psychology, 43(4), 484-501.

Sianipar, F. A., Zulfah, Z., & Astuti, A. (2023). Analisis bibliometrik terhadap motivasi belajar berbasis vos Viewer. Jurnal Ilmiah Matematika Realistik, 4(1), 126-130.

Sriwahyuni, Ayu. (2022). Literature eview: Pendekatan berdiferensiasi dalam pembelajaran IPA. Jurnal Pendidikan MIPA, 12(2), 118-126.

Strijker, D., Bosworth, G., & Bouter, G. (2020). Research methods in rural studies: Qualitative, quantitative and mixed methods. Journal of Rural Studies, 78(2), 262-270.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-3), 119-145.

Turmuzi, M., Ratnaya, I. G., Al Idrus, S. W., Paraniti, A. A. I., & Nugraha, I. N. B. S. (2022). Literature review: Evaluasi keterlaksanaan kurikulum 2013 menggunakan model evaluasi CIPP (Context, Input, Process, dan Product). Jurnal Basicedu, 6(4), 220-232.

Wahyuningsari, D., Mujiwati, Y., Hilmiyah, L., Kusumawardani, F., & Sari, I. P. (2022). Pembelajaran berdiferensiasi dalam rangka mewujudkan merdeka belajar. Jurnal Jendela Pendidikan, 2(4), 529-535.

Wandersman, Abraham & Domlyn, Ariel. (2019). Community coalition readiness for implementing something new: Using delphi methodology. Journal of Community Psychology, 47(2), 1-12.

Wies, S., Bleier, A., & Edeling, A. (2023). Finding goldilocks influencers: How follower count drives social media engagement. Journal of Marketing, 87(3), 383-405.

Yan, L., Keh, H. T., & Chen, J. (2021). Assimilating and differentiating: The curvilinear effect of social class on green consumption. Journal of Consumer Research, 47(6), 914-936.

Yin, H., & Chai, C. S. (2020). Catering for learner diversity: Issues and trends. ECNU Review of Education, 3(4), 607-609.