Peran Guru PAUD dalam Meningkatkan Kompetensi Pedagogik melalui Pembelajaran Berdiferensiasi: Studi Kasus di TK Islam Annur Bastari Pekanbaru pada Era Digital

Abstract

This study is motivated by the demands of the digital era, requiring early childhood teachers to have adaptive pedagogical competencies, including the ability to implement differentiated learning. The study aims to analyze the role of early childhood educators in enhancing pedagogical competence through digital-based differentiated learning. A qualitative approach with a case study design was conducted at Annur Bastari Islamic Kindergarten, Pekanbaru, involving two classroom teachers. Data were collected through observation, interviews, and documentation, and analyzed using the Miles & Huberman model (reduction–display–verification). Results indicate that teachers applied the 5K principles (agreement, commitment, consistency, consequences, and clarity), adjusted learning activities to children’s characteristics, interests, and learning styles, and differentiated content and processes. The use of digital technology was limited, highlighting the need to improve teachers’ digital literacy for more varied and responsive learning. Teacher–parent collaboration supported consistency in children’s learning experiences. The study concludes that early childhood teachers have effectively implemented pedagogical roles but require further integration of technology. Practical implications include digital literacy training, provision of technological resources, and strengthened teacher–parent partnerships. Theoretically, the study reinforces that digital-based differentiated learning enhances the quality of early childhood education and teachers’ professional competence