Implementasi pembelajaran berdiferensiasi dalam menulis sastra di sekolah menengah atas The implementation of differentiated instruction in literary writting at the senior high school level
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Abstract
This study examines the planning and implementation of differentiated instruction in literary writing at the senior high school level. The primary focus is how teachers respond to students’ varying interests and learning styles during the instructional process, as these individual differences necessitate adaptive and responsive instructional planning. Using a descriptive qualitative approach with a multiple case study design, this research was conducted at two public senior high schools with distinct geographical and student characteristics. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The results indicate that teachers conducted diagnostic assessments to identify students’ readiness, interests, and learning profiles, which served as the foundation for designing instructional modules. These modules incorporated content differentiation through varied examples of short stories and hikayat in both visual and audiovisual formats. Process differentiation was implemented by grouping students based on their interests and learning styles and by offering choices in writing themes. Furthermore, product differentiation allowed students to submit their work in either print or digital formats. The implementation of differentiated instruction demonstrates teachers’ efforts to create inclusive, engaging, and student-centered learning environments that effectively accommodate diverse learner needs.
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Rufaidah, D., Ermawati, E., Utomo, A. P. Y., Trisniawati, T., Dermawan, R. N., Widyarini, T. L., Rahmawati, S., & Khusna, Z. I. (2025). Implementasi pembelajaran berdiferensiasi dalam menulis sastra di sekolah menengah atas. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 8(4), 1105-1120. https://doi.org/10.30872/diglosia.v8i4.1433
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Apriani, I. L., Cahyani, I., & Nugroho, R. A. (2024). Model flipped classroom bermuatan pembelajaran berdiferensiasi dalam mengidentifikasi teks cerita fantasi. Jurnal Onoma: Pendidikan, Bahasa dan Sastra, 10(3), 3292–3300. https://e-journal.my.id/onoma/article/view/4155
Ardiansyah, A., Mawaddah, F. S., & Juanda, J. (2023). Assesmen dalam Kurikulum Merdeka Belajar. Jurnal Literasi dan Pembelajaran Indonesia, 3(1), 8–13. https://jurnalfkip.samawa-university.ac.id/JLPI/article/view/361
Ayuni, M. D., Dwijayanti, I., & Handayaningsih, S. (2023). Analisis karakteristik peserta didik melalui asesmen diagnostik (Studi kasus: Kelas 6 SDN Pandean Lamper 04). Innovative: Journal of Social Science Research, 3(2), 3961–3976. https://j-innovative.org/index.php/Innovative/article/view/788
Bendriyanti, R. P., Dewi, C., & Nurhasanah, I. (2021). Manajemen pembelajaran berdiferensiasi dalam meningkatkan kualitas belajar siswa. Jurnal Pendidikan, 6(2), 70–74. https://journal.unesa.ac.id/index.php/jp/article/view/7335
Endahati, N., Margana, M., & Triastuti, A. (2024). Identifying the needs for a learning model based on genre in English language teaching: A mixed method approach. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2), 6463–6482. https://doi.org/10.57239/PJLSS-2024-22.2.00488
Faradiba, A., & Perdana, P. I. (2024). Analisis perumusan tujuan pembelajaran pada modul ajar Bahasa Indonesia Kurikulum Merdeka Belajar. Journal of Education for All, 2(1), 37–48. https://doi.org/10.61692/edufa.v2i1.103
Fauzia, R., & Hadikusuma Ramadan, Z. (2023). Implementasi pembelajaran berdiferensiasi dalam kurikulum merdeka. Jurnal Educatio FKIP UNMA, 9(3), 1608–1617. https://doi.org/10.31949/educatio.v9i3.5323
Fogarty, R. J., & Pete, B. M. (2011). Supporting differentiated instruction: A professional learning communities approach. Solution Tree Press.
Hafizah, H., Rahmat, A., & Rohman, S. (2022). Pembelajaran sastra dalam membentuk karakter di sekolah dasar. Metalingua: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 7(2), 137–144. https://journal.trunojoyo.ac.id/metalingua/article/view/12561
Hasan, J. S., & Lubis, F. (2023). Aplikasi Spotify: Solusi baru dalam pembelajaran menulis cerpen di SMA. GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 5(1), 194–211. https://doi.org/10.19105/ghancaran.v5i1.8747
Hasanah, E., Suyatno, S., Maryani, I., Al Badar, M. I., Fitria, Y., & Patmasari, L. (2022). Conceptual model of differentiated-instruction (DI) based on teachers’ experiences in Indonesia. Education Sciences, 12(10), Article 650. https://doi.org/10.3390/educsci12100650
Herwina, W. (2021). Optimalisasi kebutuhan siswa dan hasil belajar dengan pembelajaran berdiferensiasi. Perspektif Ilmu Pendidikan, 35(2), 175–182. https://doi.org/10.21009/PIP.352.10
Huda, M., Khasanah, U., & Setyaningsih, V. I. (2021). Pemetaan materi sastra dalam buku pelajaran Bahasa Indonesia sekolah menengah pertama. Kredo, 4(2), 293–310. https://jurnal.umk.ac.id/index.php/kredo/article/view/5900
Kriswanto, M., & Fauzi, N. B. (2023). Inovasi diferensiasi produk dengan metode alih wahana pada materi teks laporan hasil observasi. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(1), 43–52. https://doi.org/10.30872/diglosia.v6i1.535
Laili, I. N., & Yanuar, A. I. N. (2024). Pengaruh strategi pembelajaran berdiferensiasi terhadap pemahaman materi mendalami puisi kelas X MA Al-Munir Sememu Pasirian. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 1(1), 1–7. https://jurnal.stkipmuhlmj.ac.id/index.php/jpbsi/article/view/2
Magableh, I. S. I., & Abdullah, A. (2020). On the effectiveness of differentiated instruction in the enhancement of Jordanian students’ overall achievement. International Journal of Instruction, 13(2), 533–548. https://doi.org/10.29333/iji.2020.13237a
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Nugroho, D., Wirawan, W., Febriantania, P., & Ridaningsih, I. (2023). A sistematic literature review: Implementasi asesmen diagnostik pada kurikulum merdeka. Annaba: Journal of Islamic Education, 9(2), 56–61. https://journal.stitmupaciran.ac.id/ojs/index.php/ojs/article/view/197
Nurohmah, L., Mulyono, S., & Haryani, S. R. (2024). Implementasi pembelajaran berdiferensiasi konten dengan pendekatan Teaching at The Right Level (TaRL) pada materi buku fiksi dan non-fiksi di SMPN 16 Surakarta. Deiktis: Jurnal Pendidikan Bahasa dan Sastra, 4(3), 459–466. https://www.dmi-journals.org/deiktis/article/view/772
Rakhmi, M. P., Utomo, A. P. Y., Putri, S. A. A. S., & Ghufron, W. (2023). Pemanfaatan Google Form dalam asesmen diagnostik di SMA Negeri 11 Semarang. Concept: Journal of Social Humanities and Education, 2(1), 115–126. https://journal-stiayappimakassar.ac.id/index.php/Concept/article/view/236
Ridhiyalira, F., Rustam, R., & Hadiyanto, H. (2024). Analisis asesmen diagnostik pada pembelajaran bahasa Indonesia dengan model project based learning. Didaktika: Jurnal Kependidikan, 13(1), 679–688. https://jurnaldidaktika.org/contents/article/view/1312
Ritonga, M., Sartika, R., & Wijaya, A. (2024). Pembelajaran berdiferensiasi: Menjawab kebutuhan pendidikan personal di era Society 5.0. Pedagogik: Jurnal Pendidikan, 19(2), 163–170. https://doi.org/10.33084/pedagogik.v19i2.8272
Salam, S., & Kasmawati, K. (2023). Implementasi metode discovery learning dalam pembelajaran bahasa Indonesia berdasarkan kurikulum merdeka: Studi tentang asesmen diagnostik. Didaktika: Jurnal Kependidikan, 12(4), 849–856. https://jurnaldidaktika.org/contents/article/view/326
Salsabilla, I. I., Jannah, E., & Juanda, J. (2023). Analisis modul ajar berbasis Kurikulum Merdeka. Jurnal Literasi dan Pembelajaran Indonesia, 3(1), 33–41. https://jurnalfkip.samawa-university.ac.id/JLPI/article/view/384
Sanulita, H. (2023). Pendekatan berdiferensiasi dalam pembelajaran bahasa. Jurnal Kajian Pembelajaran dan Keilmuan, 7(2), 196–204. https://doi.org/10.26418/jurnalkpk.v7i2.69035
Sari, Y. (2024). Peran sastra dalam pembelajaran bahasa Indonesia. JPBB: Jurnal Pendidikan, Bahasa dan Budaya, 3(2), 211–222. https://doi.org/10.55606/jpbb.v3i2.3183
Sofiana, N., Andriyani, S., Shofiyuddin, M., Mubarok, H., & Candraloka, O. R. (2024). The implementation of differentiated learning in ELT: Indonesian teachers’ readiness. Forum for Linguistic Studies, 6(2), Article 1178. https://doi.org/10.59400/fls.v6i2.1178
Sumitro, E. A., & Puniman, P. (2024). Implementasi pendidikan karakter melalui pembelajaran sastra di sekolah menengah atas. Jurnal Pendidikan Bahasa, 13(2), 113–120. https://doi.org/10.31571/bahasa.v13i2.8255
Susilawati, M., Haruna, M. J., & Suhatmady, B. (2023). Pengembangan bahan ajar berbasis komik pada pembelajaran parafrasa teks hikayat menjadi cerpen siswa kelas X SMAN 10 Samarinda. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(2), 597–606. https://doi.org/10.30872/diglosia.v6i2.654
Taylor, S. C. (2017). Contested knowledge: A critical review of the concept of differentiation in teaching and learning. Warwick Journal of Education, 1, 55–68. https://journals.warwick.ac.uk/index.php/wjett/article/view/44
Thahir, A., & Wahyuni, S. (2022). Pembentukan karakter peserta didik melalui pembelajaran sastra berbasis literasi digital. DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar, 5(4), 1127–1133. http://journal.matappa.ac.id/index.php/dikdas/article/view/2370
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Association for Supervision and Curriculum Development.
Wahyuni, S., Septiana, I., & Rahayu, W. (2024). Penerapan model pembelajaran kontekstual materi teks hikayat pada peserta didik kelas X SMA. Aksara: Jurnal Ilmu Pendidikan Bahasa dan Sastra Indonesia, 8(1), 170–176. https://aksara.unbari.ac.id/index.php/aksara/article/view/732
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