An Analysis of Differentiated Learning in Englis Subject of Phase D in Merdeka Curriculum at MTsN 6 Agam
Fadila Amalia Berinal, 2319011. An Analysis of Differentiated Learning in Phase D of English Subject in Merdeka Curriculum at MTsN 6 Agam, Thesis, English Education Departement. FTIK UIN Sjech M. Djamil Djambek Bukittinggi. In an effort to improve the quality of English learning in Phase D in the Merdeka curriculum, the application of differentiated learning by differentiating content, processes, products, and learning environments is the main focus. This differentiated learning is designed to meet the individual learning needs of students taking into account the readiness, interests, and learning profile of students. However, the implementation of this differentiated learning still faced various challenges in its application to English learning. The methodology used in this study was case study, with aimed to analyze the application of differentiated learning in English subjects in Phase D. Data were collected through observation and interviews with three English teachers to find out their experiences on the application of differentiated learning in the teaching and learning process. Data analysis techniques were carried out through data collection techniques, data reduction, data presentation, and conclusion. The results showed that the implementation of differentiated learning includes adaptation to the differentiation of content, process, product, and learning environment. In the content differentiation, teachers have tried to adjust the learning material with residual interest and student readiness. Teachers used words that is easy to understand and start learning from the basic material. Even so, there were some students who find it difficult to understand the material. In the learning process, teachers used teaching methods such as discussion groups to meet the interests and learning styles of students. In addition, in the learning process teachers have used image media to help students understand learning. In product differentiation, teachers provided options in presenting the resulting product, facilitating student creativity, and adapting tasks to student abilities. By using several learning methods, teachers have created an interactive learning environment and encourage collaboration between students in the classroom. Keywords: Differentiated Learning, English Subject of Phase D, Merdeka Curriculum