STRATEGI PEMBELAJARAN DIFERENSIASI DALAM MATA PELAJARAN SENI TARI DI SMP NEGERI 1 UBUD KABUPATEN GIANYAR

Abstrak

Penelitian ini bertujuan untuk (1) mendeskripsikan proses implementasi strategi pembelajaran diferensiasi dalam pembelajaran seni tari di SMP Negeri 1 Ubud, Kabupaten Gianyar, (2) menganalisis hasil belajar siswa yang menerapkan strategi tersebut, dan (3) mendeskripsikan implementasi strategi pembelajaran diferensiasi dalam pembelajaran seni tari di SMP Negeri 1 Ubud Kabupaten Gianyar berdasarkan faktor pendukung dan penghambatnya. Rancangan penelitian ini bersifat deskriptif kualitatif dengan lokasi di SMP Negeri 1 Ubud, yang dipilih karena menggunakan mata pelajaran seni tari dan adanya permasalahan dalam hasil belajar siswa. Subjek penelitian merupakan siswa SMP Negeri 1 Ubud, dengan data kualitatif sebagai jenis data yang digunakan. Pengumpulan data dilakukan melalui observasi, wawancara, studi kepustakaan, dan studi dokumentasi, dengan instrumen utama berupa peneliti itu sendiri. Teori yang digunakan dalam penelitian adalah teori multiple intelligence, teori zone of proximal development (ZPD), dan teori learning modalities. Hasil penelitian menunjukkan bahwa implementasi pembelajaran diferensiasi telah dilakukan dengan baik melalui analisis kebutuhan siswa, perancangan rencana pembelajaran yang fleksibel, pelaksanaan pembelajaran inklusif, serta evaluasi dan umpan balik berkelanjutan. Penerapan strategi ini tidak hanya meningkatkan keterampilan teknis tari siswa, tetapi juga mengembangkan kemampuan kognitif, motivasi, dan partisipasi aktif mereka. Meskipun menunjukkan hasil positif, terdapat kendala seperti keterbatasan waktu pembelajaran dan tantangan dari heterogenitas siswa yang perlu diatasi untuk meningkatkan efektivitas pembelajaran. Sehingga implementasi strategi pembelajaran diferensiasi yang dilakukan, melibatkan beberapa langkah penting seperti optimalisasi waktu, peningkatan kapasitas guru, dan kolaborasi dengan orang tua siswa yang mendukung keberhasilan proses pembelajaran, meskipun ada tantangan yang harus diatasi.

This study aims to (1) describe the process of implementing differentiated learning strategies in dance learning at SMP Negeri 1 Ubud, Gianyar Regency, (2) analyze the learning outcomes of students who apply the strategy, and (3) describe the implementation of differentiated learning strategies in dance learning at SMP Negeri 1 Ubud, Gianyar Regency based on their supporting and inhibiting factors. The design of this research is qualitative descriptive with the location at SMP Negeri 1 Ubud, which was chosen because it used dance subjects and there were problems in student learning outcomes. The subject of the study is students of SMP Negeri 1 Ubud, with qualitative data as a type of data used. Data collection is carried out through observation, interviews, literature studies, and documentation studies, with the main instrument being the researcher himself. The theories used in the research are multiple intelligence theory, zone of proximal development (ZPD) theory, and learning modalities theory. The results of the study show that the implementation of differentiated learning has been carried out well through student needs analysis, flexible learning plan design, inclusive learning implementation, and continuous evaluation and feedback. The implementation of this strategy not only improves students' dance technical skills, but also develops their cognitive abilities, motivation, and active participation. Although it shows positive results, there are obstacles such as limited learning time and challenges from student heterogeneity that need to be overcome to improve learning effectiveness. So that the implementation of the differentiated learning strategy involves several important steps such as time optimization, teacher capacity building, and collaboration with students' parents who support the success of the learning process, although there are challenges that must be overcome.