Penguatan Kompetensi Guru Sekolah Dasar dalam Merancang Pembelajaran Berdiferensiasi Berbasis Teknologi Digital melalui Pendampingan Reflektif

Abstract

Transforming instruction in primary schools requires teachers to design lessons that are responsive to the diverse characteristics, needs, and abilities of students through the pedagogical use of digital technology. Differentiated instruction provides a framework to accommodate this diversity, while reflective mentoring strengthens teachers' capacity to evaluate and continuously improve their instructional practices. This community service initiative aimed to enhance primary school teachers' competence in designing technology-integrated differentiated instruction. The program employed a participatory-reflective approach comprising needs assessment, conceptual strengthening, workshops on designing instructional materials, practical application of digital technology, mentoring, and reflection and evaluation. The results demonstrated improved teacher proficiency in identifying student learning needs, formulating strategies for differentiating content, process, and products, and integrating digital technology in ways that are more relevant to learning objectives. Reflective mentoring also encouraged teachers to evaluate their lesson designs and instructional practices. The initiative concludes that reflective mentoring is effective in strengthening teachers' pedagogical and digital competencies and in fostering instruction that is more adaptive, inclusive, and student-centered.