Implementasi Pembelajaran Berdiferensiasi pada Kelas Inklusif di Madrasah Ibtidaiyah

Abstract

This study aims to analyze the implementation of differentiated instruction in inclusive classrooms at Madrasah Ibtidaiyah, and to identify the supporting and inhibiting factors influencing its implementation. The research employed a qualitative approach using a descriptive case study design. The research participants included classroom teachers of grades II, III, and V, the school principal, and students with special educational needs. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles and Huberman, involving data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings reveal that differentiated instruction was implemented through adjustments in content, process, product, and learning environment. Teachers simplified learning materials for slow learners, provided concise and step-by-step instructions for students with ADHD, and offered alternative task formats for students with anxiety disorders. Differentiation was also reflected in flexible grouping, scaffolding strategies, positive reinforcement, modified assessment standards, and flexible time allocation. Supporting factors included teachers’ commitment, active communication with parents, and an inclusive school culture. Meanwhile, limitations in supporting facilities and the absence of permanent special assistant teachers were identified as inhibiting factors. The study concludes that differentiated instruction serves as an effective pedagogical strategy to promote participatory and adaptive inclusive education in Islamic elementary schools.Penelitian ini bertujuan untuk menganalisis implementasi pembelajaran berdiferensiasi di kelas inklusif di Madrasah Ibtidaiyah serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus deskriptif. Subjek penelitian meliputi guru kelas II, III, dan V, kepala madrasah, serta peserta didik inklusi. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi di kelas inklusif dilaksanakan melalui penyesuaian pada aspek konten, proses, produk, dan lingkungan belajar. Guru melakukan penyederhanaan materi bagi siswa slow learner, memberikan instruksi singkat dan bertahap bagi siswa dengan ADHD, serta menyediakan alternatif bentuk tugas bagi siswa dengan anxiety disorder. Diferensiasi juga diterapkan melalui pengelompokan fleksibel, scaffolding, penguatan positif, modifikasi standar penilaian, serta fleksibilitas waktu pengerjaan tugas. Faktor pendukung implementasi meliputi komitmen guru, komunikasi dengan orang tua, dan budaya sekolah yang inklusif. Sementara itu, faktor penghambat meliputi keterbatasan sarana pendukung dan belum tersedianya guru pendamping khusus secara permanen. Penelitian ini menegaskan bahwa pembelajaran berdiferensiasi menjadi strategi pedagogis yang efektif dalam mewujudkan pendidikan inklusif yang partisipatif dan adaptif di madrasah ibtidaiyah