Memecah Ambiguitas Konsep Pembelajaran Berdiferensiasi dan Instruksi Berdiferensiasi
DOI:
https://doi.org/10.57008/jjp.v4i02.719Keywords:
pembelajaran berdiferensiasi, instruksi berdiferensiasi, ambiguitasAbstract
Studi literatur ini bertujuan untuk memecah ambiguitas batas pemisah antara pembelajaran berdiferensiasi dan instruksi berdiferensiasi. Ambiguitas pada dua konsep ini terletak pada konektivitas instruksi berdiferensiasi pada aspek-aspek pembelajaran berdiferensiasi. Instruksi berdiferensiasi sering disalahartikan sebagai pembelajaran berdiferensiasi dan sebaliknya. Hal ini disebabkan oleh paradigma tentang konsep instruksi berdiferensiasi yang secara tersirat memiliki kemiripan dengan pembelajaran berdiferensiasi tanpa melihat keterikatan dan hubungan antar keduanya. Hasil studi literatur ini mengungkapkan bahwa pembelajaran berdiferensiasi berada pada daerah terluar yang di dalamnya mencakup peserta didik dan pendidik sebagai aktor utama. Pendidik dan peserta didik yang terlibat dalam pembelajaran berdiferensiasi sangat bergantung pada keterlaksanaan lima aspek pembelajaran berdiferensiasi, dimana instruksi berdiferensiasi berada dalam cakupan aspek-aspek yang saling terkoneksi yang menciptakan hubungan dua arah. Secara garis besar, instruksi berdiferensiasi merupakan bagian konteks spesifik dari pembelajaran berdiferensiasi.
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