ANALYSIS OF DIFFERENTIATED TEACHING MODULES FOR PGMI STUDENTS IN MICRO TEACHING LEARNING

Abstrak

Inggris

Students are required to master the subject matter and also create teaching modules that follow differentiated learning guidelines. This aligns with the objectives of the Merdeka Curriculum, which prioritizes student-centered learning. The purpose of this study was to analyze students' abilities in developing differentiated teaching modules. The method used in this research is a quantitative descriptive method. The subjects were 16 student teachers in the even semester of the 2024/2025 academic year. The research instrument was a differentiated teaching module assessment instrument sheet. The teaching module documents were collected and then analyzed using descriptive statistics with percentage techniques, which were interpreted into scores. Based on the analysis results, students' abilities in designing differentiated teaching modules at PGMI are classified as good and lacking, with a score of 37% for differentiated learning mapping, 73% for general information, 72% for core competencies, and 33% for attachments. This demonstrates the need for the PGMI study program to develop specific training related to differentiated learning mapping and the development of teaching modules, as well as to strengthen lecturer support for students' teaching module design assignments. The results of this study can serve as a basis for curriculum evaluation and the development of learning tools to enhance the competency of PGMI students. Keywords: Differentiated Learning, Teaching Module, Independent Curriculum

Bahasa Indonesia

Mahasiswa dituntut menguasai materi pelajaran dan juga membuat modul ajar yang mengikuti pedoman pembelajaran berdiferensiasi. Hal ini sesuai dengan tujuan Kurikulum merdeka, yang memprioritaskan pembelajaran yang berfokus pada setiap peserta didik. Tujuan penelitian ini adalah untuk menganalisis kemampuan mahasiswa dalam menyusun modul ajar berdiferensiasi. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Subjek penelitian adalah 16 mahasiswa calon guru pada semester genap tahun akademik 2024/2025. Instrumen penelitian berupa lembar instrumen penilaian modul ajar berdiferensiasi. Dokumen modul ajar dikumpulkan kemudian dianalisis menggunakan statistik deskriptif dengan teknik persentase, yang diinterpretasi ke skor. Berdasarkan hasil analisis kemampuan mahasiswa dalam merancang modul ajar berdiferensiasi di PGMI tergolong baik dan kurang, dengan skor pemetaan pembelajaran berdiferensiasi sebesar 37%, informasi umum sebesar 73%, kompetensi inti sebesar 72% dan lampiran sebesar 33%. Namun masih ada kelemahan dalam pemetaan pembelajaran berdiferensiasi dan lampiran. jadi perlunya pelatihan menyusun modul ajar berdiferensiasi yang baik dan benar.