Pemanfaatan Platform Merdeka Mengajar Untuk Meningkatkan Kompetensi Guru dalam Pembelajaran Berdiferensiasi di Taman Kanak-kanak
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Abstract
This study examines the utilization of the Merdeka Mengajar Platform in enhancing kindergarten teachers' competencies related to differentiated instruction in Kediri Regency. The primary focus of this research is on two schools, TK Dw Mojosari and TK Dw Putra Harapan Bleber, located in urban and semi-rural areas respectively. Using a qualitative approach and triangulation method, this study found substantial improvements in teachers' competencies after using the platform, particularly in understanding and implementing differentiated instruction. Analysis results show that most teachers experienced increased ability in designing learning activities responsive to children's individual needs, with the majority of respondents (87.5%) reporting improvements in their understanding and skills. Key strategies adopted by teachers include flexible grouping and the use of learning centers, supported by the platform's interactive features. However, significant challenges were also identified, such as time constraints and difficulties in managing more dynamic classrooms, especially in the semi-rural kindergarten. Despite differences in platform adoption rates between urban and semi-rural schools, both kindergartens reported improvements in the quality of differentiated instruction. This research emphasizes the importance of contextual and responsive approaches in developing educational technology, as well as the need for ongoing support to enhance teachers' digital literacy, particularly in less developed areas. These findings indicate that the Merdeka Mengajar Platform has great potential in supporting kindergarten teachers' professional development and improving the quality of differentiated instruction, but its success is highly dependent on contextual factors and available support.
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