ANALISIS PEMBELAJARAN BERDIFERENSIASI DALAM PENINGKATAN SELF-AWARENESS DI KELAS IV SD MUHAMMADIYAH 4 KOTA BATU

This study aims to analyze the planning, implementation, and evaluation of differentiated learning to increase self-awareness in fourth-grade students at Muhammadiyah 4 Elementary School, Batu City. Self-awareness is essential for students to recognize their potential, limitations, emotions, and behaviors to support academic and social development. Differentiated learning was chosen because it provides learning opportunities tailored to students' readiness, interests, and learning profiles.
The study used a qualitative descriptive approach, with the principal, fourth-grade teachers, and fourth-grade students as subjects. Data were collected through observation, interviews, questionnaires, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, with validity tested through triangulation of sources and techniques.
The results indicate that learning planning was carried out through diagnostic assessments and the development of open modules that accommodate variations in content, processes, products, and learning environments. Implementation was carried out through a variety of methods, flexible grouping, learning product choices, and reflection activities. Evaluation was carried out continuously through formative, summative, and collaborative reflection assessments. Differentiated learning has been shown to increase students' self-awareness, demonstrated by self-awareness, independence, decision-making, courage to express opinions, and self-evaluation.