Management Of The Implementation Of Differentiated Learning By The Principal At Sd Negeri 004 Nongsa Batam City
DOI:
https://doi.org/10.59944/jipsi.v5i4.1913Keywords:
Implementation, Principal, Instructional Leadership, Differentiated Learning, ManagementAbstract
Differentiated learning is an approach that responds to the diversity of learners' readiness, interests, and learning profiles, but its implementation at the elementary school level still faces challenges related to consistency. This study aims to analyze the management of the implementation of differentiated learning by school principals at SD Negeri 004 Nongsa Batam City. The research uses a qualitative approach with a case study design. Participants consisted of nine purposively selected informants, including school principals, curriculum coordinators, elementary and high grade teachers, operators or administrative staff, and representatives of school committees or parents. Data were collected through limited non-participant observations, semi-structured interviews, and documentation studies. Data analysis was carried out interactively through data condensation, data presentation, and conclusion verification using NVivo. The credibility of the findings was maintained through triangulation of sources and techniques, as well as member checks to informants. The results of the study show that the management of the implementation of differentiated learning runs through six interrelated dimensions, namely internal policies, academic coaching, coordination, supervision, resource utilization, and strengthening school relationships. However, implementation faces operational challenges such as large number of students, limited teachers' time, and diverse parental understanding. The conclusion of this study is that the management of the implementation of differentiated learning requires strong instructional leadership and systematic school management in order to become a sustainable academic culture in all elementary school learning groups.
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