Evaluation of The Implementation of Differentiation Learning at Pringsewu District Preschool for Preschool

Abstract

This study evaluates the implementation of differentiated learning in early childhood education (ECE) schools in Pringsewu District using the CIPP (Context, Input, Process, Product) evaluation model. The research subjects include the second generation of formal ECE institutions: TK Aisyah Gading Rejo, TK Islamiyah Pean, and TK Yasmida 3. A descriptive qualitative method was employed, utilizing interviews, observations, and documentation for data collection, with data analysis conducted through triangulation. The findings indicate that differentiated learning has been effectively implemented. The contextual factors supporting this include the school environment, administrative staff support, and the diverse characteristics of children. Input factors comprise an appropriate curriculum, adequate resources, learning materials tailored to student needs, and teachers’ competencies in planning differentiated instruction. The learning process involves the application of strategies aligned with students’ readiness, interests, and learning profiles. The outcomes, or product, of the implementation include improved understanding of subject matter, enhanced critical thinking skills, increased learning motivation, greater self-confidence, and active student participation. The study recommends that school principals organize teacher training programs, establish school-based learning communities, and conduct regular monitoring and evaluation to ensure the sustained effectiveness of differentiated learning practices. The implications highlight the importance of contextual alignment with the school curriculum and the collective commitment of stakeholders to create an enjoyable and meaningful learning environment supported by adequate infrastructure.