Analisis Implementasi Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka pada Mata Pelajaran Sejarah di SMA Negeri 3 Kota Ternate

Abstract

This study aims to describe the planning and implementation of differentiated instruction in History classes, identify supporting and inhibiting factors, and examine the implications for student engagement at SMA Negeri 3 Ternate City. A descriptive qualitative approach was employed. Informants were selected purposively, comprising History teachers, students, and school curriculum administrators. Data were gathered through classroom observations, semi-structured interviews, and document analysis—including teaching modules, assessment tools, instructional materials, and student work. Data analysis was conducted interactively through data condensation, data display, and conclusion drawing; the credibility of the findings was reinforced through source and technique triangulation. The results indicate that differentiation was evident in the variety of learning resources, group activities and historical source analysis, and alternative learning products. However, diagnostic assessments and the mapping of student needs were not yet fully utilized systematically as a basis for instructional decision-making. Supporting factors included teacher creativity, school support, the availability of learning resources, and the use of technology. Primary obstacles included limited planning time, diverse levels of student readiness, class sizes, and limited facilities. The findings suggest that differentiation has the potential to broaden student participation and access to history learning; however, this study does not provide a basis for concluding a causal link to improved learning outcomes.