PENGARUH PENERAPAN ALUR BELAJAR MERDEKA TERHADAP KEMAMPUAN GURU GUGUS SATU TARANO DALAM MENERAPKAN PEMBELAJARAN BERDIFERENSIASI

Abstract

This research aims to investigate the impact of implementing the "MERDEKA Flow" on the competencies of teachers in Gugus Satu Tarano in planning differentiated learning, carrying out differentiated learning, and assessing the results of differentiated learning. The research is quantitative in nature and follows a One-Group Pretest-Posttest design with a Pre-Experimental Experimental Design. The research sample was selected using a random sampling technique. Data were collected through observation, questionnaires, and documentation. The instruments used to assess the teachers' abilities before and after implementing the "MERDEKA Flow" included planning of learning, implementation of learning, assessment of learning outcomes, and a performance questionnaire for the "MERDEKA Flow." Data were analyzed using correlational analysis with a T-test to test hypotheses. The data analysis results indicate an improvement in teachers' abilities after implementing the "MERDEKA Flow." There was a 27.27% increase in planning, a 31.44% increase in implementation, and a 26.68% increase in assessment of learning outcomes. Based on the analysis using SPSS Statistics 23, the significance value for the effect of the "MERDEKA Flow" on lesson planning is 0.00, which is less than 0.05, and the calculated t-value of 28.455 is greater than the t-table value of 2.13145, resulting in a significance of 0.014. The significance value for the effect of the "MERDEKA Flow" on the implementation of learning is 0.00, which is less than 0.05, and the calculated t-value of 11.476 is greater than the t-table value of 2.13145. Similarly, the significance value for the effect of the "MERDEKA Flow" on the assessment of learning outcomes is 0.00, which is less than 0.05, and the calculated t-value of 12.382 is greater than the t-table value of 2.13145. From this data, it can be concluded that the research hypothesis (Ha) is accepted, indicating that the "MERDEKA Flow" has an impact on the planning, implementation, and assessment of differentiated learning.