OPTIMALISASI KEBUTUHAN BELAJAR PESERTA DIDIK MELALUI PEMBELAJARAN BERDIFERENSIASI PADA KELAS MULTIKULTURAL

Abstract

Every human being is created uniquely, with no two individuals being exactly the same, not even twins. These differences shape each person's potential and characteristics. In schools, such differences create diversity among students, resulting in multikultural classes with varied learning needs. The Independent Curriculum mandates that teachers address these needs through differentiated learning. This study aims to analyze the learning needs of students in multikultural classes and the application of differentiated learning to optimize those needs. Using qualitative research methods, this descriptive qualitative study examines findings and practices related to differentiated learning. The results reveal that students in multikultural classes exhibit diverse learning needs, which are influenced by: (1) Readiness – Students' knowledge and skills in achieving learning goals require diagnostic assessments by teachers to determine their readiness. (2) Interest or Motivation – Students' interests significantly motivate their engagement in learning. (3) Learning Profile – This refers to students' preferred learning approaches, enabling better comprehension of lessons. The implementation of differentiated learning involves three main strategies: differentiation of content, process, and product. Teachers can modify these elements, along with the learning environment and climate, to align with the unique profiles of their students, ensuring an optimal learning experience. Differentiated learning not only accommodates the varied needs of students but also promotes quality learning outcomes. This research highlights the critical role of teachers in understanding and adapting to students' diverse needs through differentiated learning, particularly in multikultural classes, to foster an inclusive and effective educational experience.