STRATEGI PEMBELAJARAN BERDIFERENSIASI DALAM PENDIDIKAN INKLUSI ANAK SEKOLAH DASAR DI SD NEGERI KARANGSARI

Abstract

Differentiated instruction has become a crucial approach in supporting the diversity of students’ learning needs in inclusive classrooms, particularly at the elementary school level. However, its implementation in many elementary schools in Indonesia still faces various challenges, such as teachers’ limited competence in mapping students’ learning needs, inadequate learning facilities, and a lack of comprehensive understanding of effective differentiation strategies. This condition is clearly evident at SD Negeri Karangsari, where the diversity of students characteristics including students with special needs demands flexible, adaptive, and responsive instructional strategies. Based on these issues, this study focuses on how differentiated instruction strategies are implemented in the context of inclusive education, as well as the supporting and inhibiting factors encountered in classroom practice. This study aims to: (1) describe the forms of differentiated instruction implemented at SD Negeri Karangsari; (2) identify interaction dynamics and teacher strategies in adjusting content, process, and learning products; and (3) analyze the supporting factors and constraints that influence the quality of differentiated instruction in an inclusive elementary school setting. The research employed a qualitative approach with a case study design, involving classroom teachers, special education teachers (GPK), and students as participants. Data collection techniques included classroom observations, in-depth interviews, and document analysis. Data were analyzed using Braun and Clarke’s thematic analysis with an inductive coding procedure, followed by source triangulation to ensure the trustworthiness of the findings. The results indicate that teachers have implemented several differentiation strategies, particularly in adjusting learning processes and providing instructional support. However, differentiation of content and learning products remains limited. Supporting factors include an inclusive school culture and collaboration between classroom teachers and special education teachers, while inhibiting factors include limited teacher training, a lack of adaptive learning resources, and high student teacher ratios. These findings highlight the importance of providing continuous professional development, utilizing formative assessment, and strengthening teacher collaboration to enhance the effectiveness of differentiated instruction in inclusive settings.