Sibthiyah, Shehha (2025) Implementation of differentiated learning in the kurikulum merdeka in class x history learning at SMA Negeri 1 Pare Kediri Regency / Shehha Sibthiyah</p>. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
History learning in schools now uses The Kurikulum Merdeka. Differentiated learning is one example of a learning concept that adapts to the level of student achievement and has been recognized by the Ministry of Education Culture Research and Technology as one of the advantages of The Kurikulum Merdeka. Based on the results of an initial interview with one of the history teachers the process of teaching history in grade X at SMA Negeri 1 Pare using the concept of differentiation was found to be still not optimal due to the difficulties still experienced by the teacher. Therefore further research is needed regarding the implementation of differentiated learning in The Kurikulum Merdeka in history learning in grade X at SMA Negeri 1 Pare Kediri Regency. This study aims to describe the implementation of differentiated learning within The Kurikulum Merdeka in history learning for grade X students at SMA Negeri 1 Pare Kediri Regency. Furthermore it also aims to identify the obstacles encountered in implementing differentiated learning within the Independent Curriculum in history learning for grade X students at SMA Negeri 1 Pare Kediri Regency. This study employed a qualitative research method with a descriptive approach. Data collection was conducted through triangulation a combination of observation interviews and documentation. The results of the study show that the implementation of differentiated learning by the 10th-grade history teacher at SMA Negeri 1 Pare ran well in accordance with The Kurikulum Merdeka carried out by considering several important aspects through planned steps to make learning more effective and in accordance with objectives. The preparation stage for differentiated learning can be said to be quite good because the teacher has conducted an analysis of student needs curriculum analysis and the preparation of teaching modules. Unfortunately the location of the differentiation aspect is not clearly written in the teaching modules created. Nevertheless the implementation of differentiated learning in history lessons ran smoothly despite not being in accordance with the teaching modules. In its implementation the history teacher was able to improvise so that learning continued effectively and in accordance with learning objectives. Differentiated learning was also carried out through aspects of content process product and learning environment. Barriers perceived by history teachers in implementing differentiated learning in history lessons were limited time to prepare differentiated learning and difficulty in determining essential material for various historical topics. These obstacles indicate the need for additional support such as special training and more flexible time allocation so that the implementation of differentiated learning can run more optimally.
| Item Type: | Thesis (Diploma) |
|---|---|
| Divisions: | Fakultas Ilmu Sosial (FIS) > Departemen Sejarah (SEJ) > S1 Pendidikan Sejarah |
| Depositing User: | library UM |
| Date Deposited: | 08 Sep 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/418597 |
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