A Case Study on the Implementation of Differentiated Instruction in Bilingual Classes at Islamic Junior High School

Yulio Hady Permana; Aan Erlyana Fardhina

doi:10.24014/idj.v8i3.39236

A Case Study on the Implementation of Differentiated Instruction in Bilingual Classes at Islamic Junior High School

Yulio Hady Permana, Aan Erlyana Fardhina

Abstract

Penelitian ini menyelidiki penerapan Instruksi Terferensiasi (DI) di ruang kelas bilingual di sekolah menengah pertama Islam di Indonesia. Menggunakan desain studi kasus kualitatif, penelitian ini mengeksplorasi pemahaman guru tentang DI, praktik instruksional mereka, dan peluang serta tantangan yang dihadapi dalam konteks pendidikan Islam dwibahasa. Data dikumpulkan melalui observasi kelas, wawancara semi terstruktur dengan lima guru, dan analisis dokumen, dan dianalisis secara tematik. Temuan ini mengungkapkan bahwa guru menunjukkan pemahaman konseptual yang jelas tentang DI dan mengintegrasikan penilaian diagnostik, observasi, dan masukan siswa dalam perencanaan pengajaran. Dalam praktiknya, DI diimplementasikan secara fleksibel dengan membedakan konten, proses, dan produk berdasarkan kebutuhan siswa dan kondisi kelas. Guru melaporkan hasil positif dari implementasi DI, termasuk peningkatan keterlibatan siswa, pengurangan kecemasan belajar, dan penciptaan lingkungan belajar yang lebih inklusif. Namun, tantangan seperti keterbatasan waktu persiapan, beban kerja, dan kesulitan dalam mengelola partisipasi siswa juga diidentifikasi. Studi ini berkontribusi pada terbatasnya penelitian tentang Instruksi Diferensiasi di sekolah menengah pertama Islam bilingual di Asia Tenggara. Temuan ini menunjukkan bahwa meskipun DI memiliki potensi yang kuat untuk mendukung pelajar yang beragam dalam pengaturan dwibahasa, implementasinya yang efektif membutuhkan dukungan kelembagaan yang memadai dan pengembangan profesional yang berkelanjutan bagi guru.

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DOI: http://dx.doi.org/10.24014/idj.v8i3.39236