ANALISIS TINGKAT PEMAHAMAN PENYUSUNAN MODUL AJAR BERDIFERENSIASI MELALUI BIMTEK PADA GURU SMA N 3 SEUNAGAN

Abstract

The purpose of this study was to analyze the level of understanding of
differentiated teachers in the preparation of teaching modules at SMA 3 Negeri Seunagan.
This research was conducted from May to October 2024 at SMA Negeri 3 Seunagan with the
object of all SMA N 3 Seunagan teachers. The reason researchers chose this school is that one
of the high schools in Nagan Raya Regency has superior accreditation and has implemented

an independent learning curriculum. The focus of this research is to get an overview of the
teacher's ability to develop differentiated teaching modules. The method used in this research
is a qualitative method. This method is intended to understand the phenomenon of what is
experienced by the research subject such as behavior, perception, motivation, action, and
others holistically and by means of descriptions in the form of words and language, in a
special natural context by utilizing various natural methods (Moleong, 2017). Qualitative
research according to Hendryadi, et. al, (2019) is a naturalistic inquiry process that seeks a
deep understanding of social phenomena in a natural way. The data analysis techniques used
are reducing data, selecting data, describing data, presenting data, and concluding data.
Reducing data is, “Activities summarize, select key things, focus on important things, look for
themes and patterns and discard unnecessary ones” (Sugiyono, 2009: 338). The final stage is
to make conclusions from the data that has been described. The stage of analyzing data is the
most important stage because this is to give meaning to the data that has been collected. From
the results of the interview, it can be obtained that before and after the Technical Guidance
was carried out, it can be seen that the improvement of teachers about differentiation and
preparation of teaching modules is better or more understanding. Although there are several
indicators of questions that teachers still cannot answer. But in general, technical guidance in
improving understanding of the preparation of differentiated teaching modules has been
successful.