PERAN GURU SEBAGAI FASILITATOR DALAM PEMBELAJARAN BERDIFERENSIASI DI MI BERBASIS KURIKULUM MERDEKA

Abstract

This study aims to examine the role of teachers as facilitators in differentiated instruction at Madrasah Ibtidaiyah (Islamic elementary schools) within the framework of the Kurikulum Merdeka (Independent Curriculum). The research employed a qualitative approach using a case study method. Data were collected through in-depth interviews, classroom observations, and document analysis involving teachers who have applied differentiated learning principles. The findings reveal that teachers understand their role as facilitators guiding learning processes while addressing the diverse needs, interests, and learning styles of students. Differentiation practices are evident, especially in terms of learning products, while differentiation in content and process remains limited. Teachers face several challenges, such as time constraints, large class sizes, and limited technical training. Nonetheless, students responded positively to the more flexible and participatory learning environment. The study concludes that although implementation remains partial, the role of teachers as facilitators in differentiated instruction at the primary Islamic level is emerging and holds great potential for growth with adequate support in the form of training, policy, and infrastructure.

Keywords: teacher’s role, facilitator, differentiated instruction, Islamic elementary school, Kurikulum Merdeka