ANALISIS PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM IMPLEMETASI KURIKULUM MERDEKA PADA PEMBELAJARAN MATEMATIKA KELAS V DI SDN PENDEM 01

This study aims to describe (1) differentiated learning planning in the implementation of the independent curriculum in grade V mathematics learning at SDN Pendem 01. (2) The implementation of differentiated learning in the implementation of the independent curriculum in mathematics learning in grade V at SDN Pendem 01. (3) Evaluation of differentiated learning in the implementation of the independent curriculum in mathematics learning in grade V at SDN Pendem 01. This research was carried out in the even semester of the 2023/2024 academic year.
This study uses a type of qualitative research with a descriptive approach. The data collection method in this study uses 3 data collection techniques, namely observation, interview, and documentation. The data analysis technique used in this study consists of 4 stages, namely data collection, data reduction. Presentation of data and drawing conclusions.
The results of this study can be concluded by the researcher that the application of differentiated learning in the implementation of the independent curriculum in grade V mathematics learning at SDN Pendem 01 begins with the planning stage by assessing the learning needs of students through a diagnostic assessment which is used as a reference for teachers to prepare a learning implementation plan in the form of a teaching module. Furthermore, the implementation of differentiated learning in mathematics learning includes three aspects, namely content, process and product. Differentiated learning does not mean that teachers have to distinguish all student learning individually, but how teachers accommodate students' differences by designing learning so that students feel comfortable in learning because it is adjusted to their learning needs. The differentiated learning evaluation in mathematics learning uses 3 stages, namely diagnostic evaluation is carried out at the beginning of learning, formative evaluation is carried out during the learning process and summative evaluation is carried out at the end of learning. Then the school reflects and follows up.