IDENTIFIKASI DOMINASI KECERDASAN MAJEMUK SISWA BERPRESTASI DI KELAS 5 SD NEGERI 1 WONOSOBO

Abstract

This study explores the implementation of the Merdeka Curriculum in Indonesian primary education, focusing on the integration of Differentiated Learning and Multiple Intelligences within a competitive classroom environment. The primary objective was to identify the dominance of multiple intelligences among 5th-grade students in a labeled "Olympiad Class" and to analyze how non-academic talents are recognized and accommodated. Using a descriptive qualitative method, data were collected through participant observation, in-depth interviews, and documentation involving 24 students and their class teacher at SD Negeri 1 Wonosobo. The findings reveal that despite the academic-heavy labeling, students exhibited a diverse spectrum of intelligences, including significant musical, kinesthetic, and visual-spatial talents alongside logical-mathematical skills. A key pedagogical discovery was the teacher's adaptive strategy of "humanizing errors" by replacing the term "wrong" with "not yet correct," which effectively maintained student self-efficacy and created a supportive emotional climate. Furthermore, the classroom’s multimodal environment—equipped with reading corners, musical instruments, and digital media—facilitated an inclusive ecosystem that balanced competitive rigor with holistic development. The study concludes that specialized achievement classes can remain inclusive and psychologically healthy when supported by responsive pedagogical content knowledge and a diverse physical learning environment. These results provide vital insights for educators in designing learning strategies that respect individual learner diversity within formal school structures.