PENERAPAN PEMBELAJARAN BERDIFERENSIASI MATA PELAJARAN BAHASA INDONESIA PADA SISWA KELAS 5 SEKOLAH DASAR DALAM MENINGKATKAN KETERAMPILAN MENYIMAK

Abstract

Listening skills are one of the basic skills in Indonesian language learning that are often overlooked in the learning process. Many students struggle to understand spoken information due to teaching approaches that do not align with their needs and learning styles. This results in low listening comprehension outcomes. Therefore, teaching strategies that accommodate students' diverse characteristics are needed, one of which is through differentiated instruction. The purpose of this study is to explain the application of differentiated instruction in Indonesian language lessons to enhance listening skills. The method used is qualitative. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted by reducing data, displaying data, and drawing conclusions from the obtained data. Lesson planning for Indonesian Language in Grade 5 at Al-Izhar Islamic Elementary School is carried out by preparing teaching materials, such as creating ATP and learning modules tailored to the academic calendar. The implementation of Indonesian language lessons in grade 5 at Al-Izhar Islamic Elementary School was carried out by applying the methods explained to students to foster interest and enthusiasm in learning through differentiated learning. Effective differentiated learning is able to improve the listening skills of grade 5 elementary school students because it is able to because it can accommodate diversity in students' readiness to learn, interests, and learning styles. Differentiated strategies for content, process, and product enable teachers to provide meaningful learning experiences tailored to students' characteristics, allowing students to be more focused, enthusiastic, and better able to understand the content of the text they are listening to. Students' learning styles significantly influence the effectiveness of the listening process. Additionally, students' participation and motivation to learn gradually increase. One important aspect is that teachers must be able to design appropriate differentiated instruction by grouping students based on their learning profiles, using diverse media, and assigning tasks that support the development of listening skills.