Analisis Kesulitan Keterlaksanaan Pembelajaran Berdiferensiasi di Kelas XII IPS SMA Negeri Kabupaten Kampar

Abstract

This study aimed to identify the challenges in implementing differentiated instruction in grade 12 social sciences classes at a public high school in Kampar Regency. The findings revealed that a lack of teacher understanding, students' limited mathematical foundation, constraints in time and resources, and insufficient emphasis on the curriculum were the primary obstacles. The study recommends teacher training, school-wide socialization, and remedial learning as solutions to overcome these challenges. Data was collected through observations and interviews with teachers and students in grade 12 social sciences at a public high school in Kampar Regency. Descriptive analysis was employed to provide a deep understanding of the case.