Efektivitas Pembelajaran Berdiferensiasi dalam Meningkatkan Kualitas Belajar di Kelas Inklusi Sekolah Dasar

Abstract

This study is motivated by the importance of implementing differentiated instruction to support students' learning needs in inclusive elementary school classrooms. Differentiated instruction is a relevant strategy for creating a learning environment that adapts to students' diverse characteristics. The purpose of this study is to examine the effectiveness of differentiated instruction in enhancing active student participation and learning outcomes in inclusive classrooms. This research employs a qualitative approach using a literature review method. Data and information were gathered from a variety of scholarly sources, including journal articles, books, and research reports. The analysis was conducted using descriptive qualitative techniques to synthesize key findings from the reviewed literature. The results indicate that differentiated instruction consistently enhances student engagement, accommodates individual needs, and fosters a more inclusive learning environment. In conclusion, differentiated instruction is proven effective in supporting student success in inclusive classrooms and serves as a strategic approach to achieving equitable educational goals.