Implementation of Differentiated History Learning in the Merdeka Curriculum: A Case Study at SMAN 1 Sukoharjo

Abstrak

This study examines the planning, implementation, and evaluation of differentiated history learning within the Merdeka Curriculum at SMAN 1 Sukoharjo. A qualitative case-study approach was employed. Data were obtained from observations of history learning in Phase F classes, interviews with history and guidance and counseling teachers, and document analysis of the Operational Curriculum of the Education Unit (KOSP), teaching modules, and assessments. Data were analyzed interactively through data collection, reduction, presentation, and conclusion drawing, with technical triangulation used to strengthen the findings. The results indicate that differentiated learning has been incorporated into planning through diagnostic assessment, alignment with KOSP and learning outcomes, and adjustment of learning activities to students’ interests and learning profiles. Nevertheless, the learning objectives and teaching modules do not yet fully represent differentiation, particularly in attitude competencies, differentiated teaching materials, and the alignment between planned and implemented assessments. In implementation, the five principles of differentiated learning were evident: supportive learning environment, quality curriculum, continuous assessment, responsive teaching, and classroom leadership and routines. Evaluation employed diagnostic, formative, and summative assessment, although gaps remained between planned and implemented assessment components. These findings show that differentiated history learning has been implemented, but requires stronger planning–implementation alignment and more consistent differentiation.