EFFECTIVENESS OF DIFFERENTIATION LEARNING IN SUPPORTING INCLUSIVE EDUCATION IN ELEMENTARY SCHOOLS

Abstract

Elementary education is an important foundation for student development, which includes not only academic learning outcomes, but also character and skill formation. Differentiated learning, which adapts learning to students' readiness, interests, and learning profiles, has been proven effective in supporting inclusive education in elementary schools. This study aims to examine the effectiveness of differentiated learning in inclusive classes, focusing on two elementary schools in Jember City, East Java. The research method used is a qualitative approach with a case study design, collecting data through interviews, participant observation, and documentation. The results showed that the implementation of differentiated learning succeeded in creating a more responsive and inclusive learning experience, increasing student engagement, motivation, and achievement. Students with various levels of learning abilities, including those with special needs, received support that was in accordance with their potential. However, challenges such as limited time, resources, and teacher training need to be addressed to improve the effectiveness of implementation.