Analisis Kesulitan Guru SD dalam Melaksanakan Evaluasi Pembelajaran Berdiferensiasi

Abstract

Differentiated learning is an approach that places student diversity as the starting point in designing learning. In elementary schools, this diversity is very evident. Some students grasp material quickly, others require repetition, some prefer learning through movement, and still others are more comfortable with visual learning. This diversity cannot be ignored. If teachers continue to use one method and one form of evaluation for all, some students will fall behind, while others will become bored because the material is too easy. This study adopted a literature review method to collect and analyze various relevant sources related to the topic of analyzing elementary school teachers' difficulties in implementing differentiated learning evaluation. The sources utilized included books, articles, journals, research reports, and other reliable sources discussing children's mental retardation. Based on the above description, it can be concluded that the implementation of differentiated learning process evaluation in elementary schools still faces various complex obstacles. These obstacles stem not only from the teachers as the direct implementers, but also from the surrounding system and environment. The four most dominant constraints are limited time, large student numbers, and high administrative burdens on teachers.