ANALISIS PEMBELAJARAN DIFERENSIASI UNTUK MENGOPTIMALKAN GAYA BELAJAR SISWA KELAS VI DI SD NEGERI 1 SIDOKAYO LAMPUNG UTARA

Fatma, Triyani (2026) ANALISIS PEMBELAJARAN DIFERENSIASI UNTUK MENGOPTIMALKAN GAYA BELAJAR SISWA KELAS VI DI SD NEGERI 1 SIDOKAYO LAMPUNG UTARA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran di sekolah dasar dihadapkan pada keragaman gaya belajar siswa yang meliputi visual, auditori, dan kinestetik. Kondisi ini menuntut guru untuk menerapkan strategi pembelajaran yang mampu mengakomodasi perbedaan karakteristik belajar siswa agar proses pembelajaran berjalan optimal. Namun, pada praktiknya pembelajaran masih cenderung bersifat seragam sehingga belum sepenuhnya memenuhi kebutuhan belajar siswa. Berdasarkan permasalahan tersebut, penelitian ini merumuskan masalah mengenai bagaimana penerapan pembelajaran diferensiasi dalam mengoptimalkan gaya belajar siswa kelas VI di SD Negeri 1 Sidokayo Lampung Utara serta faktor-faktor yang mendukung dan menghambat penerapannya. Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran diferensiasi dan kontribusinya dalam mengoptimalkan gaya belajar siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Penelitian dilaksanakan di SD Negeri 1 Sidokayo Lampung Utara dengan subjek penelitian guru kelas VI dan siswa kelas VI. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara induktif melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan. Keabsahan data dijamin melalui teknik triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa pembelajaran diferensiasi telah diterapkan melalui diferensiasi konten, proses, produk, dan lingkungan belajar. Guru menyesuaikan materi, aktivitas pembelajaran, serta bentuk penilaian sesuai dengan kebutuhan dan gaya belajar siswa. Pembelajaran diferensiasi terbukti mampu mengoptimalkan gaya belajar visual, auditori, dan kinestetik serta meningkatkan keterlibatan siswa dalam pembelajaran. Meskipun demikian, penerapan pembelajaran diferensiasi masih memerlukan perencanaan yang lebih sistematis agar dapat dilaksanakan secara konsisten dan optimal. ABSTRACT Learning in elementary schools faces challenges related to the diversity of students’ learning styles, including visual, auditory, and kinesthetic. This condition requires teachers to implement instructional strategies that accommodate students’ diverse learning characteristics to ensure effective learning. However, learning practices tend to be uniform and have not fully addressed students’ learning needs. Therefore, this study addresses the problem of how differentiated instruction is implemented to optimize the learning styles of sixth-grade students at SD Negeri 1 Sidokayo, North Lampung, as well as the supporting and inhibiting factors. The purpose of this study is to analyze the implementation of differentiated instruction in optimizing students’ learning styles. This research employed a qualitative descriptive approach. The study was conducted at SD Negeri 1 Sidokayo, North Lampung, involving sixth-grade teachers and students as research subjects. Data were collected through observation, interviews, and documentation. Data analysis was carried out inductively through data reduction, data presentation, and conclusion drawing. Data validity was ensured through source, technique, and time triangulation. The results indicate that differentiated instruction has been implemented through content, process, product, and learning environment differentiation. Teachers adjust learning materials, learning activities, and assessment forms according to students’ needs and learning styles. Differentiated instruction was found to optimize visual, auditory, and kinesthetic learning styles and enhance student engagement in learning. Nevertheless, the implementation of differentiated instruction requires more systematic planning to achieve consistent and optimal outcomes.

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