DAMPAK PEMBELAJARAN DIFERENSIASI PADA KURIKULUM MERDEKA TERHADAP PROFIL PELAJAR PANCASILA.

FITRI, ADELIA PUSPA (2025) DAMPAK PEMBELAJARAN DIFERENSIASI PADA KURIKULUM MERDEKA TERHADAP PROFIL PELAJAR PANCASILA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk menganalisis dampak pembelajaran diferensiasi dalam Kurikulum Merdeka terhadap Pembentukan Profil Pelajar Pancasila pada pembelajaran matematika di SMPN 1 Anak Ratu Aji. Metode penelitian menggunakan pendekatan kualitatif studi kasus pada kelas IX semester ganjil tahun ajaran 2025/2026. Pengumpulan data dilakukan melalui observasi, wawancara, Focus Group Discussion (FGD), dan dokumentasi dengan subjek penelitian peserta didik dan guru pengampu matematika kelas IX. Analisis data menggunakan teknik General Inductive Analysis (GIA) dengan triangulasi teknik untuk memastikan validitas data. Hasil penelitian menunjukkan bahwa implementasi pembelajaran diferensiasi memberikan dampak positif terhadap pembentukan karakter siswa, khususnya dimensi Bertakwa kepada Tuhan Yang Maha Esa, mandiri dan berbhineka global dalam Profil Pelajar Pancasila, meskipun pencapaiannya belum merata. Guru berhasil mengimplementasikan diferensiasi melalui asesmen diagnostik, penyesuaian konten-proses-produk pembelajaran, dan sistem evaluasi komprehensif yang mengombinasikan asesmen formatif dan sumatif. Siswa menunjukkan respons positif dengan keterlibatan aktif dalam diskusi dan proyek kelompok, namun tingkat partisipasi masih timpang karena sebagian siswa bersikap pasif. Penelitian ini menyimpulkan bahwa pembelajaran diferensiasi dalam Kurikulum Merdeka memiliki potensi besar untuk mendukung pembentukan Profil Pelajar Pancasila, namun memerlukan konsistensi penerapan, peningkatan manajemen waktu, dan optimalisasi instrumen penilaian untuk mencapai hasil yang lebih optimal dan merata bagi seluruh siswa. Kata Kuci : Kurikulum Merdeka, Pembelajaran Diferensiasi, Profil Pelajar Pancasila iii ABSTRACT This study aims to analyze the impact of differentiated learning within the Independent Curriculum on the formation of Pancasila student profiles in mathematics learning at SMPN 1 Anak Ratu Aji. Data analysis used the General Inductive Analysis (GIA) technique with technical triangulation to ensure data validity. The research method used a qualitative case study approach in grade IX in the odd semester of the 2025/2026 academic year. Data collection was conducted through observation, interviews, Focus Group Discussions (FGDs), and documentation with the research subjects being students and grade IX mathematics teachers. The results of the study indicate that the implementation of differentiated learning has a positive impact on student character development, particularly the dimensions of devation to god almighty, noble morals, independence and global diversity in the Pancasila Student Profile, although achievement is not evenly distributed. Teachers successfully implemented differentiation through diagnostic assessments, adjustments to learning content-process-product, and a comprehensive evaluation system that combines formative and summative assessments. Students showed a positive response with active involvement in group discussions and projects, but the level of participation was still uneven due to some students' passive behavior. This study concludes that differentiated learning in the Independent Curriculum has great potential to support the formation of the Pancasila Student Profile, but requires consistent implementation, improved time management, and optimization of assessment instruments to achieve more optimal and equitable results for all students. Keyword: Independent Curriculum, Differentiated Learning, Pancasila Student Profile.

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