IMPLEMENTASI PEMBELAJARAN DIFERENSIASI BAGI SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI DI SEKOLAH DASAR
Indonesia
DOI:
https://doi.org/10.23969/jp.v11i01.42605Keywords:
Differentiated Instruction; Inclusive Education; ABK;Abstract
This study aims to analyze the implementation of differentiated instruction for students with special needs in an inclusive elementary school, specifically at SD Swasta YP HKBP Pematangsiantar. The research employed a qualitative approach using a case study design to obtain an in-depth understanding of how differentiated instruction is applied in real classroom settings. The research participants included the school principal, classroom teachers, special assistant teachers, and students with special needs as observation subjects. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data reduction, data display, and conclusion drawing. The findings reveal that differentiated instruction was implemented through adaptations in content, process, product, and assessment. Teachers designed adaptive lesson plans with tiered learning objectives, simplified worksheets, scaffolding strategies, and flexible learning time for students with special needs. Collaboration between classroom teachers and special assistant teachers played a significant role in supporting effective implementation. Individualized approaches and motivational reinforcement also contributed to improving students’ participation and self-confidence. However, several challenges were identified, including limited professional training, administrative workload, and teacher–student ratio. The study concludes that differentiated instruction serves as an effective pedagogical strategy in promoting inclusive education that is responsive to student diversity.
Downloads
References
Aldosari, M. (2022). Inclusive education and differentiated instruction: Teachers’ perspectives and challenges. International Journal of Inclusive Education, 26(9), 945–960.
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. A., Burke, K. M., & Aguayo, V. (2021). International perspectives and trends in inclusive education: A systematic review. International Journal of Inclusive Education, 25(7), 770–790.
Buli-Holmberg, J., & Jeyaprathaban, S. (2023). Teachers’ professional development in inclusive education: Challenges and opportunities. European Journal of Special Needs Education, 38(2), 215–229.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2020). School climate and teachers’ stress: The mediating role of teacher self-efficacy. Teaching and Teacher Education, 87, 102935.
Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2020). Measuring teachers’ implementation of differentiated instruction. Educational Research, 62(3), 312–329.
De Neve, D., Devos, G., & Tuytens, M. (2024). Differentiated instruction in inclusive classrooms: Teacher practices and student outcomes. Teaching and Teacher Education, 130, 104160.
Eikeland, O. J. (2022). Differentiated instruction in primary education: A conceptual analysis. Nordic Studies in Education, 42(2), 134–149.
Faiz, A., & Kurniawaty, I. (2023). Implementasi Kurikulum Merdeka dalam pembelajaran diferensiasi di sekolah dasar. Jurnal Pendidikan Dasar, 14(1), 45–56.
Florian, L. (2021). Reimagining special education: Why new approaches are needed. Cambridge Journal of Education, 51(6), 755–770.
Florian, L., & Beaton, M. (2020). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 24(8), 870–884.
Gheyssens, E., Coubergs, C., Struyven, K., Engels, N., & Petegem, P. V. (2020). Differentiated instruction: The diversity of teachers’ philosophy and praxis. Teaching and Teacher Education, 87, 102966.
Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2021). Are students with disabilities accessing the curriculum? Exceptional Children, 87(3), 291–309.
Göransson, K., & Nilholm, C. (2020). Conceptual diversities and empirical shortcomings in research on inclusive education. European Journal of Special Needs Education, 35(3), 265–280.
Kemendikbudristek. (2022). Panduan pembelajaran dan asesmen Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kemendikbudristek. (2023). Implementasi Kurikulum Merdeka di satuan pendidikan dasar dan menengah. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kemendikbudristek. (2024). Statistik pendidikan inklusi Indonesia. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020). Understanding the value of inclusive education. European Agency for Special Needs and Inclusive Education.
Kurniawati, F., & de Boer, A. (2023). Indonesian teachers’ attitudes toward inclusive education. International Journal of Inclusive Education, 27(5), 520–537.
Langelaan, S., Smets, W., & Struyven, K. (2024). Teachers’ readiness for differentiated instruction in inclusive settings. Educational Studies, 50(1), 89–105.
Lindner, K.-T., & Schwab, S. (2020). Differentiation and inclusion: Teachers’ practices in heterogeneous classrooms. Journal of Research in Special Educational Needs, 20(4), 280–291.
Lindner, K.-T., Alnahdi, G., Wahl, S., & Schwab, S. (2021). Perceived differentiation and student outcomes in inclusive classrooms. Frontiers in Education, 6, 657340.
Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2020). Teachers’ differentiated instruction practices and student engagement. Learning and Instruction, 66, 101–111.
Nieminen, J. H., & Pesonen, H. (2020). Taking inclusion seriously: A theoretical perspective. Scandinavian Journal of Educational Research, 64(4), 567–580.
Parsons, S., Vaughn, M., Scales, R., Gallagher, M. A., Parsons, A. W., Davis, S. G., & Allen, M. (2022). Teachers’ instructional adaptations for inclusive classrooms. Journal of Teacher Education, 73(2), 182–197.
Pozas, M., & Letzel, V. (2021). Differentiated instruction and teachers’ self-efficacy. European Journal of Teacher Education, 44(4), 500–515.
Purba, N., & Gusar, M. R. S. . (2020). Clean and Healthy Lifestyle Behavior (PHBS Program) for Children with Intellectual Disability . JPUD - Jurnal Pendidikan Usia Dini, 14(2), 275–287. https://doi.org/10.21009/JPUD.142.06
Qvortrup, A., & Qvortrup, L. (2022). Inclusive education: Conceptual developments. International Journal of Inclusive Education, 26(4), 365–379.
Rahmawati, D., & Sunardi. (2021). Implementasi pendidikan inklusif di sekolah dasar Indonesia. Jurnal Pendidikan Khusus, 17(2), 101–112.
Romero-Hall, E. (2023). Differentiated instruction in K–12 education: A review of practices. Journal of Educational Research and Practice, 13(1), 75–90.
Sannen, N., Luyten, H., & Struyf, E. (2021). Teacher collaboration and inclusive practice. Teaching and Teacher Education, 102, 103337.
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2023). Understanding teachers’ inclusive practices. European Journal of Special Needs Education, 38(3), 360–375.
Schuelka, M. J., & Engsig, T. T. (2023). Global trends in inclusive education policy and practice. International Journal of Inclusive Education, 27(1), 1–15.
Sharma, U., Sokal, L., & Wang, M. (2022). Teacher workload and inclusive education. Asia-Pacific Journal of Teacher Education, 50(2), 180–194.
Slee, R. (2021). Defining inclusive education. International Journal of Inclusive Education, 25(1), 1–14.
Spratt, J., & Florian, L. (2024). Rethinking inclusive pedagogy in practice. Cambridge Journal of Education, 54(1), 21–38.
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and pedagogical models: Analysis of factors and measurement of learning outcomes in education. Journal of Ethnic and Cultural Studies, 7(2), 1–14.
Thompson, S., McLeskey, J., & Waldron, N. (2020). Leadership for inclusive schools. Journal of Special Education Leadership, 33(2), 85–96.
United Nations. (2021). Sustainable Development Goals report 2021. United Nations.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. UNESCO.
Walton, E. (2022). Inclusive education and social justice. Educational Review, 74(5), 685–700.
Walton, E., & Naraian, S. (2024). Teacher agency and inclusive practice. International Journal of Inclusive Education, 28(2), 150–166.
Whitley, J., Gooderham, S., & Duquette, C. (2022). Differentiated instruction and inclusive schooling. Journal of Education for Students Placed at Risk, 27(3), 223–240.
Woodcock, S., Sharma, U., & Subban, P. (2023). Teacher efficacy and inclusive practice. Teaching and Teacher Education, 120, 103908.
Yada, A., Tolvanen, A., & Savolainen, H. (2021). Teachers’ attitudes toward inclusive education. International Journal of Inclusive Education, 25(7), 762–778.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
