Implementasi Kompetensi Guru Penggerak dalam Menerapkan merdeka Belajar Melalui Pembelajaran Berdiferensiasi SMK di Tana Toraja

Yokoyama, Yusak (2023) Implementasi Kompetensi Guru Penggerak dalam Menerapkan merdeka Belajar Melalui Pembelajaran Berdiferensiasi SMK di Tana Toraja. S2 thesis, Universitas Kristen Indonesia.

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Abstract

Yusak Yokoyama, 2023. Tesis. Magister Administrasi Pendidikan. Universitas Kristen Indonesia. Pembimbing (I) Prof. Dr. dr. Bernadetha Nadeak, M.Pd,PA. Pembimbing (II) Prof. Dr. Hotmaulina Sihotang, M.Pd. Implementasi Kompetensi Guru Penggerak Menerapkan Merdeka Belajar Melalui Pembelajaran Berdiferensiasi SMK di Tana Toraja. Guru penggerak adalah pemimpin pembelajaran yang diharapkan menjadi agen perubahan pendidikan yang berpusat pada peserta didik dengan mengembangkan potensi peserta didik secara holistik sesuai dengan kebutuhan belajarnya. Setelah melalui pendidikan, guru penggerak diharapkan dapat mengimplementasikan kompetensinya melalui aksi nyata. Ada indikasi guru penggerak hanya melaksanakan aksi nyata untuk memenuhi pendidikan guru penggerak saja. Karena itu peneliti mengangkat masalah penelitian untuk mendapatkan gambaran tentang implementasi kompetensi guru penggerak menerapkan merdeka belajar melalui pembelajaran berdiferensiasi. Tujuan penelitian ini adalah untuk mengetahui gambaran tentang implementasi kompetensi guru penggerak dalam menerapkan merdeka belajar; gambaran tentang kompetensi guru penggerak dalam menerapkan pembelajaran berdiferensiasi; Faktor pendukung dan penghambat guru penggerak dalam implementasi pembelajaran berdiferensiasi; Upaya-upaya yang dilakukan untuk mencapai keberhasilan pembelajaran berdiferensiasi SMK di Tana Toraja. Adapun metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis penelitian studi kasus. Hasil penelitian menggambarkan bahwa guru penggerak telah mengimplementasikan merdeka belajar walaupun beberapa prinsip merdeka belajar belum terimplementasi dengan baik. Guru penggerak telah menerapkan pembelajaran berdiferensiasi dengan baik yang dimulai dari asesmen diagnostik, pemetaan, menyusun RPP berdiferensiasi dan implementasi di dalam kelas. Faktor pendukung pembelajaran berdiferensiasi yaitu aset manusia, sosial, politik, agama, budaya, modal fisik modal lingkungan. Faktor penghambat pembelajaran berdiferensiasi adalah mindset sebagian guru yang belum berubah, Fasilitas TIK khususnya internet, Asesmen yang tidak akurat, dampak pandemi covid 19. Upaya yang dilakukan untuk mencapai keberhasilan pembelajaran berdiferensiasi adalah terus belajar, mendorong kolaborasi, inovasi, membenahi sarana dan prasarana, menciptakan dan memberdayakan lingkungan belajar yang menyenangkan. Kesimpulannya guru penggerak telah mengimplementasikan kompetensinya menerapkan merdeka belajar khususnya pembelajaran berdiferensiasi dengan baik walaupun dibutuhkan konsistensi dalam melaksanakan dan terus berbagi terhadap komunitas belajar baik disekolah maupun diluar sekolah. / Yusak Yokoyama, 2023. Thesis. Master of Educational Administration. Indonesian Christian University. Advisor (I) Prof. Dr. dr. Bernadetha Nadeak, M.Pd,PA. Supervisor (II) Prof. Dr. Hotmaulina Sihotang, M.Pd. Implementation of Motivating Teacher Competency Implementing Free Learning Through Differentiated Learning in Vocational High Schools in Tana Toraja. Driving teachers are learning leaders who are expected to become agents of change in education centered on students by developing the potential of students holistically according to their learning needs. After going through education, driving teachers are expected to be able to implement their competencies through real action. There are indications that mobilizing teachers only carry out real actions to fulfill the education of mobilizing teachers. Because of that the researcher raised a research problem to get an overview of the implementation of the competence of driving teachers to apply independent learning through differentiated learning. The purpose of this study is to find out the description of the implementation of the competence of the driving teacher in implementing independent learning; description of the competency of the driving teacher in implementing differentiated learning; Supporting and inhibiting factors for driving teachers in the implementation of differentiated learning; Efforts were made to achieve the success of vocational differentiated learning in Tana Toraja. The research method used is a qualitative approach to the type of case study research. The results of the study illustrate that the driving teacher has implemented independent learning even though some of the principles of independent learning have not been implemented properly. Mobilizing teachers have implemented well-differentiated learning starting from diagnostic assessment, mapping, compiling differentiated lesson plans and implementation in the classroom. The supporting factors for differentiated learning are human assets, social, political, religious, cultural, physical capital, environmental capital. The inhibiting factors for differentiated learning are the mindset of some teachers who have not changed, ICT facilities, especially the internet, inaccurate assessments, the impact of the Covid 19 pandemic. and empowering fun learning environment. In conclusion, the mobilizing teacher has implemented his competence to apply independent learning, especially differentiated learning well, although consistency is needed in carrying out and continuing to share with the learning community both at school and outside of school.

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