Pembelajaran Berdiferensiasi Berbasis Humanistik dan Teacher Agency dalam Menangani Problem Belajar Siswa di Madrasah
DOI:
https://doi.org/10.51278/aj.v8i3.2866Keywords:
Differentiated Instruction, Humanistic Education, Teacher Agency, Learning Challenges, MadrasahAbstract
Problem belajar multidimensi di madrasah sering kali tidak tertangani optimal karena pendekatan pembelajaran yang seragam dan minimnya dukungan institusional terhadap inovasi guru. Penelitian ini bertujuan mengkaji implementasi pembelajaran berdiferensiasi yang berlandaskan pendekatan humanistik sebagai respons pedagogis berbasis relasi. Metode studi kasus kualitatif diterapkan di MA Muhammadiyah 01 Tegalombo melalui wawancara mendalam, observasi, dan triangulasi data yang melibatkan guru, siswa, serta pimpinan madrasah. Temuan utama menunjukkan bahwa diagnosis relasional di luar kelas formal menjadi fondasi krusial untuk mengungkap hambatan belajar yang tak terdeteksi oleh asesmen kognitif semata. Praktik ini membangun psychological safety yang memungkinkan diferensiasi konten, proses, produk, dan lingkungan belajar secara responsif, meskipun guru harus beroperasi sebagai Inovator Humanistik Mandiri tanpa naungan kebijakan institusi. Disimpulkan bahwa diferensiasi humanistik bukan sekadar modifikasi teknis kurikulum, melainkan manifestasi etika profesional yang memanusiakan peserta didik. Implikasinya, keberlanjutan praktik ini menuntut transformasi madrasah menjadi komunitas belajar yang secara sistematis menopang agensi guru melalui dukungan kebijakan dan alokasi waktu yang memadai.
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