Analisis Pemanfaatan Learning Management System (LMS) untuk Pembelajaran Diferensiasi Matematika di Sekolah Dasar

Abstract

Developments in educational technology have encouraged teachers to utilize Learning Management Systems (LMS) as a learning tool that supports differentiation in mathematics. This study aims to determine LMS usage patterns, differentiation strategies employed by teachers, and challenges faced in their implementation. The research method used a quantitative descriptive approach with a questionnaire completed by elementary school teachers. Data were collected from 40 questions covering LMS usage habits, feature utilization, perceptions of school support, and technical barriers. The results indicate that most teachers have used their school LMS at least four times per week, primarily to upload materials, provide online evaluations, and monitor student learning progress. The dominant differentiation strategies are providing interactive media and grouping students according to ability and interest. However, obstacles frequently encountered by teachers include limited devices, limited internet access, and the need for additional training to optimize LMS features. The study's conclusions confirm that LMSs have significant potential to support differentiation-oriented mathematics learning, but their effectiveness requires technical support, school policies, and increased teacher competency in utilizing technology.