Penerapan Pembelajaran Berdiferensiasi dalam Menulis Teks Cerita Fantasi di SMP Negeri 4 Kota Surakarta

The purpose of this study is to describe the design of differentiated learning in writing fantasy story texts at SMP Negeri 4 Surakarta City. This study employs a qualitative descriptive approach, with the research subjects consisting of 31 students from class VII C. Data collection techniques include observation, interviews, documentation, and analysis of students’ assessment results. The data analysis technique used in this study is qualitative analysis. As stated by Miles and Huberman (Sugiyono, 2018), data analysis consists of data collection, data reduction, data display, and conclusion drawing. The results of the study indicate that the differentiated learning design includes planning, implementation, and evaluation stages. In the planning stage, the teacher develops teaching modules based on students’ learning needs. In the implementation stage, the teacher conducts learning activities according to students’ levels of understanding (low, medium, and high). In the learning process, the teacher applies differentiation of content, process, and product by providing different materials, activities, and levels of challenge while still referring to the same learning objectives. In the evaluation stage, the teacher uses diagnostic, formative, and summative assessments to comprehensively monitor students’ progress and learning outcomes. Differentiated learning has proven to be effective in creating inclusive and meaningful learning experiences, as well as providing equal opportunities for each student to develop according to their potential and learning needs.