ANALYSIS OF THE APPLICATION OF DIFFERENTIATED LEARNING IN SOCIAL SCIENCES SUBJECTS

Abstract

The research aims to find out how teachers prepare to implement it and what are the obstacles in differentiated learning in Social Sciences subjects. This research uses a case study type of research through interviews, observation and documentation. The data sources for this research are primary sources, namely Social Sciences subject teachers, and students. Meanwhile, secondary resources are books, journals and relevant research. The analysis used is data reduction, data presentation and drawing conclusions. The results of this research were found in the implementation of differentiated learning in Social Sciences subjects. First, teachers' readiness for differentiated learning means that teachers at Ar Risale Islamic College Middle School are not yet ready to implement differentiated learning well because diagnostic assessments were not found in the document study, but several teachers have carried out mapping based on high, middle and low diagnostic test abilities. Second, the implementation of differentiated learning by Ar Risale Islamic Middle School teachers has not been optimal in implementing differentiated learning because teachers sometimes still do not meet the needs of students optimally. Third, obstacles were found in differentiated learning, namely limited resources in implementing differentiated learning which required quite a long time considering the adjustment to students' learning needs. Then the obstacle for educators is that they have not been able to implement content and product differentiated learning strategies where teachers still equate all the material to be studied which has high, middle and low grades. And the obstacle for students is the lack of concentration of students when learning takes place because some students talk to other groups.