MODEL PEMBELAJARAN HOMESCHOOLING BLENDED LEARNING BERBASIS DIFERENSIASI KONTEN DAN PROSES

Abstract

Homeschooling requires learning that is flexible and responsive to differences in learners’ readiness, interests, and needs. This study aimed to describe the implementation of content- and process-differentiated blended learning at Homeschooling Candrawinata Bandung, including its planning, implementation, evaluation, and supporting and inhibiting factors. The study employed a qualitative approach with a case study design. Participants consisted of one institutional leader, two tutors, and three learners. Data were collected through semi-structured interviews, participant observation, and documentation, then analyzed through data condensation, data display, and conclusion drawing and verification. Data credibility was established through source triangulation, technique triangulation, and member checking. The findings showed that learning planning began with assessments of academic readiness, interests, observations, and learning modality preferences as the basis for developing core, enrichment, and reinforcement materials. Learning was implemented by combining face-to-face activities and Google Classroom through learning stations, flexible grouping, and scaffolding suited to learners’ needs. Evaluation employed Google Forms, exit tickets, daily reflections, and digital portfolios. The model supported more personalized, adaptive, and participatory learning. However, its implementation required adequate planning time, tutor competence, and effective management of learning resources. ABSTRAK Homeschooling membutuhkan pembelajaran yang fleksibel sekaligus responsif terhadap perbedaan kesiapan, minat, dan kebutuhan warga belajar. Penelitian ini bertujuan mendeskripsikan penerapan blended learning berbasis diferensiasi konten dan proses di Homeschooling Candrawinata Bandung, meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Partisipan terdiri atas satu pimpinan lembaga, dua tutor, dan tiga warga belajar. Data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, dan dokumentasi, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Kredibilitas data diperiksa melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menunjukkan bahwa perencanaan diawali dengan asesmen kesiapan akademik, minat, observasi, dan preferensi modalitas belajar sebagai dasar penyusunan materi inti, pengayaan, dan penguatan. Pelaksanaan pembelajaran memadukan tatap muka dan Google Classroom melalui learning stations, pengelompokan fleksibel, serta scaffolding sesuai kebutuhan. Evaluasi dilakukan menggunakan Google Form, exit ticket, refleksi harian, dan portofolio digital. Model ini mendukung pembelajaran yang lebih personal, adaptif, dan partisipatif, meskipun membutuhkan waktu perencanaan, kompetensi tutor, dan pengelolaan sumber belajar yang memadai.