Pendekatan Manajemen Pembelajaran yang Responsif terhadap Karakteristik Siswa Sekolah Dasar
DOI:
https://doi.org/10.15575/jp.v10i1.411Keywords:
Manajemen Pembelajaran, Karakteristik Siswa, Sekolah Dasar, Kurikulum MerdekaAbstract
Penelitian ini bertujuan untuk mendeskripsikan penerapan manajemen pembelajaran yang responsif terhadap karakteristik siswa di SDN Banjaranyar 04 Kabupaten Brebes, Jawa Tengah. Pendekatan penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi terhadap guru serta siswa kelas V. Fokus penelitian diarahkan pada bagaimana guru merancang, melaksanakan, dan mengevaluasi pembelajaran berdasarkan keberagaman kemampuan, minat, dan gaya belajar siswa. Hasil penelitian menunjukkan bahwa guru telah menerapkan prinsip manajemen pembelajaran responsif melalui penerapan strategi diferensiasi dalam konten, proses, dan produk pembelajaran, serta penggunaan asesmen formatif yang menyesuaikan kebutuhan individu. Pendekatan ini menciptakan lingkungan belajar yang adaptif, partisipatif, dan berpusat pada peserta didik. Selain itu, pembelajaran yang responsif terbukti mampu meningkatkan motivasi, kepercayaan diri, serta hasil belajar siswa secara lebih merata. Temuan ini menegaskan bahwa manajemen pembelajaran yang tanggap terhadap karakteristik peserta didik merupakan fondasi penting dalam mewujudkan pendidikan yang inklusif, humanis, dan relevan dengan semangat Kurikulum Merdeka.
References
Al-Waro’, A., & Amaliyah, F. (2024). Culturally responsive teaching and inclusive learning in elementary education. Jurnal Pendidikan Dasar Indonesia, 9(2), 101–112. https://doi.org/10.21831/jpdi.v9i2.64025
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Dwi Hariyanta, A., Hermanto, & Herwin. (2022). Class management in online learning for elementary school during the COVID-19 pandemic. Jurnal Pendidikan dan Pembelajaran Dasar Indonesia, 6(1), 45–55. https://doi.org/10.23887/jppdi.v6i1.42711
Dwiwarna, A., & Rahadian, D. (2018). Pengelolaan pembelajaran di sekolah dasar berdasarkan karakteristik siswa. Jurnal Inovasi Pendidikan Dasar, 3(2), 100–109. https://doi.org/10.22236/jipd.v3i2.4826
Kemendikbudristek. (2022). Panduan implementasi Kurikulum Merdeka pada jenjang pendidikan dasar. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. https://kurikulum.kemdikbud.go.id
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Maryono, M., & Rejokirono, S. (2023). The influence of school climate and teacher responsiveness on learning effectiveness in elementary schools. Cendekia: Jurnal Pendidikan dan Pembelajaran, 5(1), 78–89. https://doi.org/10.32503/cendekia.v5i1.5182
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Milla, N. F., Wijayanti, S., & Lestari, D. (2023). Student-centered learning training and its impact on elementary teachers’ pedagogical competence. Journal of Educational Practice and Innovation, 12(3), 211–223. https://doi.org/10.31004/jepri.v12i3.6758
Moleong, L. J. (2021). Metodologi penelitian kualitatif (Edisi revisi). PT Remaja Rosdakarya.
Nisa, R., Hartati, S., & Sari, M. (2024). Implementation of Merdeka Curriculum in elementary schools: A study of teachers’ adaptive teaching practices. Jurnal Pendidikan Dasar dan Pembelajaran, 14(2), 88–102. https://doi.org/10.23917/jpdp.v14i2.7341
Prasetyo, A., Roemintoyo, & Sukarno. (2023). Local-value integrated student-centered learning in elementary education. Journal of Education Research and Evaluation, 7(2), 139–149. https://doi.org/10.23917/jere.v7i2.5423
Rahadian, D., & Budiningsih, C. A. (2023). Developing student learning style database for adaptive classroom management in primary schools. Jurnal Teknologi Pendidikan, 25(1), 67–78. https://doi.org/10.21831/jtp.v25i1.53829
Riadi, M., Widiyanti, N., & Pradana, D. (2022). Transformation of classroom management during online learning in Indonesian primary schools. International Journal of Educational Research & Social Sciences, 3(4), 1820–1830. https://doi.org/10.51601/ijersc.v3i4.439
Slavin, R. E. (2019). Educational psychology: Theory and practice (13th ed.). Pearson Education.
Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Suhardi, S., & Sholihah, M. (2023). Peran guru dalam manajemen pembelajaran adaptif di sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 8(1), 56–68. https://doi.org/10.33369/jpdn.v8i1.4921
Suranti, N. M. Y., & Ibrahim, M. (2024). Learning management system-based learning needs analysis for science learning in elementary school: A systematic review. Jurnal Pendidikan Sains Indonesia, 12(1), 54–68. https://doi.org/10.23887/jpsi.v12i1.60945
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Widodo, T., Astuti, D., & Nurhadi. (2023). Differentiated instruction and inclusive practices in elementary classrooms. Jurnal Ilmiah Pendidikan Dasar Indonesia, 8(3), 233–245. https://doi.org/10.23917/jipdsi.v8i3.5892
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Leni Yunitasari, Siti Maisaroh
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in Jourrnal Perspektif agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
