STRATEGI PENINGKATAN KOMPETENSI GURU DALAM MENDESAIN MANAJEMEN PEMBELAJARAN BERBASIS PERSONALIZED LEARNING: STUDI KASUS DI SEKOLAH DASAR CIKAL

LUFITA LUSIANA, . (2026) STRATEGI PENINGKATAN KOMPETENSI GURU DALAM MENDESAIN MANAJEMEN PEMBELAJARAN BERBASIS PERSONALIZED LEARNING: STUDI KASUS DI SEKOLAH DASAR CIKAL. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini berangkat dari kebutuhan peningkatan kompetensi guru dalam mendesain manajemen pembelajaran yang mampu merespons karakteristik, kebutuhan, dan potensi individual peserta didik melalui pendekatan personalized learning. Penelitian ini bertujuan menganalisis kompetensi guru, strategi sekolah, faktor pendukung dan penghambat, dampak strategi, serta merancang model peningkatan kompetensi guru dalam mendesain manajemen pembelajaran berbasis personalized learning. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kompetensi yang diperlukan guru meliputi kemampuan memahami karakteristik, kebutuhan, dan potensi peserta didik; melaksanakan asesmen dan memanfaatkan data hasil belajar; mendesain pembelajaran berdiferensiasi dan fleksibel; mengelola lingkungan belajar yang responsif; melakukan refleksi pembelajaran; serta berkolaborasi dengan rekan sejawat dan orang tua. Strategi peningkatan kompetensi dilakukan melalui pelatihan dan workshop, coaching dan pendampingan, kolaborasi antarguru, refleksi praktik pembelajaran, pertemuan tim dan diskusi profesional, serta pengembangan profesional berkelanjutan. Faktor pendukung meliputi budaya belajar, dukungan pimpinan dan supervisor, kolaborasi, program pengembangan profesional, serta motivasi dan kesiapan guru; sedangkan faktor penghambat meliputi keterbatasan waktu, beban tugas, kompleksitas kebutuhan peserta didik, keterlibatan orang tua yang belum optimal, dan tuntutan diferensiasi. Strategi tersebut berdampak pada peningkatan kapasitas guru, perubahan praktik pembelajaran, dan peningkatan keterlibatan peserta didik. Penelitian menghasilkan Model Personalized Professional Development untuk Meningkatkan Kompetensi Guru dalam Mendesain Manajemen Pembelajaran Berbasis Personalized Learning yang bersifat adaptif dan berkelanjutan. ***** This study was motivated by the need to improve teacher competence in designing learning management that responds to the individual characteristics, needs, and potential of students through a personalized learning approach. This study aimed to analyze teacher competencies, school strategies, supporting and inhibiting factors, the impact of the strategies, and to develop a model for improving teacher competence in designing learning management based on personalized learning. This study employed a qualitative approach using a case study method. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing. The findings indicate that the competencies required of teachers include the ability to understand students’ characteristics, needs, and potential; conduct assessments and utilize learning outcome data; design differentiated and flexible learning; manage a responsive learning environment; engage in reflective practice; and collaborate with colleagues and parents. Strategies for improving teacher competence were implemented through training and workshops, coaching and mentoring, teacher collaboration, reflection on teaching practices, team meetings and professional discussions, and continuous professional development. Supporting factors included a learning culture, support from school leaders and supervisors, collaboration, professional development programs, and teachers’ motivation and readiness to learn. Inhibiting factors included limited time, teachers’ workload, the complexity of students’ needs, suboptimal parental involvement, and the greater time and energy required for differentiation. The strategies contributed to increased teacher capacity, changes in teaching practices, and greater student engagement. The study resulted in the Personalized Professional Development Model for Improving Teacher Competence in Designing Learning Management Based on Personalized Learning, which is adaptive and continuous.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Rugaiyah, M.Pd. ; 2). Dr. Siti Zulaikha, S.Ag., M.Pd.
Subjects:	Manajemen > Pendidikan, Riset Penelitian Bisnis Manajemen > Manajemen Sumber Daya Manusia
Divisions:	FIP > S2 Manajemen Pendidikan
Depositing User:	Lufita Lusiana .
Date Deposited:	04 Sep 2026 08:34
Last Modified:	04 Sep 2026 08:34
URI:	http://repository.unj.ac.id/id/eprint/73661

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