Implementasi Pembelajaran Berdiferensiasi oleh Guru Berdasarkan Konstruksi Gaya Belajar Siswa

Abstract

This study is motivated by the urgency of improving learning quality in the modern educational era, which requires teachers to accommodate the diversity of students’ learning styles through differentiated instruction. However, classroom practices indicate that learning implementation has not yet been fully grounded in a comprehensive understanding of how students’ learning styles are constructed. This study aims to analyze the implementation of differentiated instruction by teachers based on the construction of students’ learning styles and to identify the forms of pedagogical interaction that shape learning styles within the learning process. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with eight teachers, classroom observations conducted over twelve learning sessions, and documentation studies of instructional materials and lesson plans. Research informants were selected using purposive sampling. Data were analyzed using the interactive analysis model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that differentiated instruction has not been systematically implemented, as students’ learning styles are more often shaped through pedagogical interactions and teachers’ instructional strategies in the classroom rather than through structured initial identification. Furthermore, variations in teaching methods and learning media play a significant role in dynamically shaping students’ learning style tendencies. This study concludes that differentiated instruction should be understood not only as a response to student diversity but also as an active and continuous pedagogical construction process. The study contributes to the development of a theoretical perspective on learning styles as a social construct in education and offers practical implications for enhancing teachers’ pedagogical competence in designing adaptive and contextualized learning.