IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DENGAN ADAPTASI PLATFORM DIGITAL PADA STUDI PENDIDIKAN KEWARGANEGARAAN DIGITAL IPS DI SMA N 19 MEDAN

Abstrak

Penelitian ini menganalisis implementasi pembelajaran berdiferensiasi berbasis platform digital dalam mata pelajaran Pendidikan Kewarganegaraan Digital IPS di SMA Negeri 19 Medan. Melalui pendekatan kualitatif deskriptif, studi ini mengkaji strategi diferensiasi konten, proses, dan produk dengan memanfaatkan platform seperti Google Classroom, Quizizz, LMS, Canva, dan Flipgrid. Hasil penelitian menunjukkan peningkatan partisipasi siswa sebesar 35% dan pemahaman konsep dasar kewarganegaraan digital sebesar 42%, terutama melalui personalisasi materi, aktivitas pilihan (choice boards), dan proyek kreatif berbasis minat. Namun, kompetensi kritis seperti analisis bias algoritma atau dampak sosio-politik teknologi hanya meningkat 22%, mengindikasikan keterbatasan pendekatan diferensiasi konvensional dalam mengakomodasi dimensi kritis kewarganegaraan digital. Tantangan utama meliputi kesenjangan akses teknologi (35% siswa mengalami kendala infrastruktur), keterbatasan fitur platform untuk analisis kritis, serta kebutuhan pelatihan guru dalam mengintegrasikan dimensi pedagogis-teknologis. Studi ini merekomendasikan pengembangan infrastruktur inklusif, pelatihan guru berbasis kasus nyata, dan integrasi kurikulum yang menekankan refleksi kritis atas dinamika ruang digital.

This study analyzes the implementation of differentiated learning using digital platforms in Digital Citizenship Education within Social Studies (IPS) at SMA Negeri 19 Medan. Through a descriptive qualitative approach, the research examines strategies for differentiating content, process, and product using platforms such as Google Classroom, Quizizz, LMS, Canva, and Flipgrid. Findings indicate a 35% increase in student participation and a 42% improvement in understanding basic digital citizenship concepts, achieved through personalized materials, choice-based activities, and interest-driven creative projects. However, critical competencies such as analyzing algorithmic bias or socio-political impacts of technology showed only a 22% improvement, highlighting limitations in conventional differentiation approaches to address radical digital citizenship dimensions. Key challenges include technological access disparities (35% of students faced infrastructure barriers), platform limitations for critical analysis, and the need for teacher training in integrating pedagogical-technological dimensions. The study recommends developing inclusive infrastructure, context-based teacher training, and curriculum integration emphasizing critical reflection on digital space dynamics.