Strategi Pembelajaran Berdiferensiasi dalam Mengatasi Kesulitan Belajar Anak Usia Dini

Diva Azura; Intan Permata Sari; Dzul Qurnain Abdullah bin Sujak; Hamzah Abdul Azziz Alyas; Hanif Ma’rifatullah

doi:10.21580/joecce.v6i2.33820

Authors

Diva Azura Program Studi Pendidikan Bahasa Arab, Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta, Yogyakarta, Indonesia, Indonesia
Intan Permata Sari Program Studi Pendidikan Agama Islam, Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta, Yogyakarta, Indonesia, Indonesia
Dzul Qurnain Abdullah bin Sujak Program Studi Pendidikan Bahasa Arab, Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta, Yogyakarta, Indonesia, Indonesia
Hamzah Abdul Azziz Alyas Program Studi Pendidikan Bahasa Arab, Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta, Yogyakarta, Indonesia, Indonesia
Hanif Ma’rifatullah Program Studi Pendidikan Bahasa Arab, Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta, Yogyakarta, Indonesia, Indonesia

DOI:

https://doi.org/10.21580/joecce.v6i2.33820

Keywords:

pendidikan islam anak usia dini, pembelajaran berdiferensiasi, kesulitan belajar

Abstract

Penelitian ini bertujuan menganalisis bentuk kesulitan belajar, strategi pembelajaran berdiferensiasi beserta dengan hasil dari upaya yang dilakukanoleh guru. Penelitianmenggunakanmetode kualitatif deskriptif di RA Bunayya Islamic Centre Bin Baz Yogyakarta dengan melibatkan kepala sekolah, 4 guru kelas, dan 22 peserta didik. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa bentuk kesulitan belajar anak meliputi kesulitan dalam: pemahaman konsep, mengikuti instruksi, menghafal kosakata bahasa arab, dan sulit dalam berkonsentrasi, maka strategi yang dilakukan guru dalam mengatasi kesulitan belajar anak meliputi penyesuaian tugas, variasi metode pembelajaran, pendampingan individual, dan kolaborasi antar guru kelas, sehingga pada penelitian ini dapat menyimpulkan bahwa pembelajaran berdiferensiasi memberikan ruang bagi pendampingan yang sesuai dengan kebutuhan individual anak. Dengan demikian, pemahaman guru terhadap karakteristik dan kebutuhan peserta didik, menjadi faktor penting dalam mewujudkan pembelajaran berdiferensiasi untuk mendukung perkembangan yangoptimal sesuai dengankarakteristikmasing-masing.

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