PROSIDING SEMINAR NASIONAL HASIL PENELITIAN DAN E-ISSN: 2985-7015 PENGABDIAN KEPADA MASYARAKAT (SNHP) P-ISSN: 2985-8798 LPPM UNIVERSITAS PGRI SEMARANG VOL. 4, DESEMBER 2023 199 Analisis Kesulitan Guru Sekolah Dasar dalam Implementasi Pembelajaran Berdiferensiasi pada Kurikulum Merdeka Mira Azizah 1 , Muhammad Arief Budiman 2 , Ari Widyaningrum 3 123 Program Studi Pendidikan Guru Sekolah Dasar, Universitas PGRI Semarang Email: miraazizah@upgris.ac.id ABSTRACT The aim of this research is to analyze the difficulties in implementing differentiated learning in elementary schools. This research is important because the success of implementing differentiated learning rests with the teacher. By knowing the difficulties, researchers can find solutions. The research method used was descriptive qualitative with the research subjects being elementary school teachers in Mranggen District. The data collection techniques used were interviews, questionnaires and observation. The data obtained was then analyzed according to the Miles and Huberman Model (in Sugiyono, 2019) which consists of data collection, data reduction, data presentation, as well as drawing conclusions and data verification. The results of data analysis show that teachers' perceptions of differentiated learning are formed through a process of adaptation to information about differentiated learning from colleagues, social media, training and seminars. They have also implemented differentiated learning, although not optimally. Some of the obstacles encountered include material, methods, time, class management, and media. The conclusion of this research is that elementary school teachers in Mranggen District already understand the concept of differentiated learning, have implemented it, but several obstacles arise, the biggest of which are time constraints and classroom management. Keywords: elementary school teacher, differentiated learning ABSTRAK Tujuan dalam penelitian ini adalah menganalisis kesulitan yang muncul dalam implementasi pembelajaran berdiferensiasi di sekolah dasar pada kurikulum merdeka. Penelitian ini penting karena keberhasilan penerapan pembelajaran berdiferensiasi kunci utamanya adalah guru. Dengan mengetahui kesulitan dalam implementasinya maka peneliti dapat melakukan tindak lanjut sebagai alternatif solusi. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan subjek penelitiannya guru SD di Kecamatan Mranggen. Teknik pengumpulan data yang digunakan adalah wawancara, angket, dan observasi. Data yang diperoleh kemudian dianalisis Sesuai Model Miles dan Huberman (dalam Sugiyono, 2019) yang terdiri atas pengumpulan data, reduksi data, penyajian data, dan kesimpulan serta verifikasi data. Hasil analisis data menunjukkan bahwa persepsi guru terhadap pembelajaran berdiferensiasi sudah terbentuk melalui proses adaptasi terhadap informasi tentang pembelajaran berdiferensiasi dari rekan sejawat, social media, pelatihan, dan seminar. Mereka juga sudah mengimplementasikan pembelajaran berdiferensiasi di kelas meskipun belum maksimal. Ditemui beberapa kendala, diantaranya materi, metode, waktu, manajemen kelas, dan media. Simpulan penelitian ini adalah guru SD di Kecamata Mranggen sudah memahami konsep pembelajaran berdiferensiasi, sudah mengimplementasikan, namun beberapa kendala muncul, yang terbesar adalah kendala waktu dan manajemen kelas. Kata Kunci: guru SD, pembelajaran berdiferensiasi