Case Study Of Differented Learning In Merdeka Curriculum In Biology Subject In SMA Negeri 1 Tarakan

Abstract

Abstract: Differentiated learning is one of the learning strategies that can facilitate the various differences that each student has. It is divided into several types, namely content, process, and product. This study aimed to determine the application of differentiated learning in the Merdeka curriculum in biology subjects at SMA Negeri 1 Tarakan. The method of this study is a descriptive qualitative method with a case study type. The research instruments were observation sheets, interview texts, and documentation such as teaching modules or teachers' learning tools. The data analysis technique was the Miles and Huberman model, which consisted of data reduction, data presentation, concluding, and verification. The data validity test was a credibility test using observation extension and technique triangulation. The results of this study indicated that in SMA Negeri 1 Tarakan, there was no application of differentiated learning of content, process, and product in Biology subject, in the odd semester of the 2024/2025. However, the teacher had implemented differentiated learning in the even semester of the 2023/2024. In its implementation, the teacher experienced several obstacles, such as the lack of wifi spots at school, classrooms nearby to the highway, students who were difficult to control, time constraints in implementing differentiation learning, and teachers who were less strict in collecting student assignments. The school can provide more facilities for teachers and students from these obstacles. In addition, teachers as facilitators are expected to be able to create a learning environment that is based on the level of student understanding, ranging from low to medium and high.