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PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR SEBAGAI STRATEGI ADAPTIF DALAM MENGELOLA KEBERAGAMAN PESERTA DIDIK

Joyful Learning Journal · Vol. 13 No. 4 (2026) · hlm. 114–120

DOI
10.15294/jlj.v13i4.64466
ISSN
2775-295X, 2252-6366
Terbit
2026-09-25
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The diversity of student characteristics in the classroom presents a tangible challenge in the teaching and learning process, particularly at the elementary school level. Students exhibit variations in learning readiness, interests, learning styles, and academic abilities. This situation compels teachers to employ teaching methods that address diverse learning needs, ensuring that all students can achieve optimal learning outcomes. This article aims to systematically examine the concepts, forms, benefits, and obstacles associated with differentiated instruction in the classroom, based on a review of academic literature. A literature review method was employed, utilizing a qualitative descriptive approach to analyze national and international journal articles relevant to the theme of differentiated instruction, specifically within the elementary school context. The literature was analyzed by classifying research findings according to key themes: differentiation of content, process, product, and learning environment. Research findings indicate that differentiated instruction is effective in enhancing student learning outcomes, motivation, participation, and independence. Furthermore, it helps create a more inclusive and student-centered learning environment. This strategy enables teachers to tailor learning materials, methods, and products to meet students' specific needs and potential. However, the implementation of differentiated instruction still faces various challenges, such as a lack of teacher competence, limited planning time, and the complexities of managing a diverse classroom. Consequently, support is required to enhance teacher competence, provide necessary resources, and develop sustainable instructional systems. The study concludes that differentiated instruction is a relevant and vital strategy for the classroom; however, its successful implementation requires consistent commitment and support.

Kata kunci

Jaringan kolaborasi para penulis

40 penulis · 99 tautan kepenulisan bersama · 12 lintas organisasi · menampilkan 40 yang paling banyak terhubung

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Universitas Bhayangkara Surabaya
  • State University of Semarang
  • Universitas Katolik Widya Mandala Surabaya
  • Universitas Wijaya Putra
  • National Research and Innovation Agency
  • Universitas Halu Oleo
  • Yogyakarta State University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Yuli UtantoAfiliasi tidak diketahui9
Hari WibawantoState University of Semarang4
Budiyono BudiyonoAfiliasi tidak diketahui3
Rusdarti RusdartiAfiliasi tidak diketahui3
Farid AhmadiAfiliasi tidak diketahui3
Totok Sumaryanto FlorentinusState University of Semarang3
Dian Bayu FirmansyahAfiliasi tidak diketahui2
Amin YusufAfiliasi tidak diketahui2
Joko WidodoAfiliasi tidak diketahui2
Masrukhi MasrukhiAfiliasi tidak diketahui2
Wahyu HardyantoAfiliasi tidak diketahui2
Tri Joko RaharjoAfiliasi tidak diketahui2
Samsudi SamsudiAfiliasi tidak diketahui2
Istyarini IstyariniAfiliasi tidak diketahui2
Titi PrihatinAfiliasi tidak diketahui2
Eko PurwantiAfiliasi tidak diketahui2
Muhammad KhumaediAfiliasi tidak diketahui2
Sri WardaniAfiliasi tidak diketahui2
Endhang SiswatiUniversitas Bhayangkara Surabaya1
Indah EpriliatiUniversitas Katolik Widya Mandala Surabaya1
Mochammad MuchidUniversitas Wijaya Putra1
Indra Pratama Putra SalmonUniversitas Bhayangkara Surabaya1
Nurlinah NurlinahAfiliasi tidak diketahui1
Andi Samsu AlamAfiliasi tidak diketahui1
Nola SusilowatiAfiliasi tidak diketahui1
Meilia MulyaningrumAfiliasi tidak diketahui1
Fathimah ZahrotunnisaAfiliasi tidak diketahui1
Valen Octavia PakpahanAfiliasi tidak diketahui1
Hardono HardonoNational Research and Innovation Agency1
Isti HidayahAfiliasi tidak diketahui1
Maskur MaskurAfiliasi tidak diketahui1
Yulianti YuliantiUniversitas Halu Oleo1
Wahyu LestariYogyakarta State University1
Haning FaridaAfiliasi tidak diketahui1
Qowi HandikoAfiliasi tidak diketahui1
Titi Prihatin2Afiliasi tidak diketahui1
Arin Ike KristantiAfiliasi tidak diketahui1
Ika SetiyaningrumAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jlj/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">PEMBELAJARAN BERDIFERENSIASI DI SEKOLAH DASAR SEBAGAI STRATEGI ADAPTIF DALAM MENGELOLA KEBERAGAMAN PESERTA DIDIK</dc:title>
	<dc:creator xml:lang="en">Haryono, Haryono</dc:creator>
	<dc:creator xml:lang="en">Rusmawati, Amaliya</dc:creator>
	<dc:subject xml:lang="en">differentiated instruction, elementary school, diversity, inclusive education, heterogeneous</dc:subject>
	<dc:description xml:lang="en">The diversity of student characteristics in the classroom presents a tangible challenge in the teaching and learning process, particularly at the elementary school level. Students exhibit variations in learning readiness, interests, learning styles, and academic abilities. This situation compels teachers to employ teaching methods that address diverse learning needs, ensuring that all students can achieve optimal learning outcomes. This article aims to systematically examine the concepts, forms, benefits, and obstacles associated with differentiated instruction in the classroom, based on a review of academic literature. A literature review method was employed, utilizing a qualitative descriptive approach to analyze national and international journal articles relevant to the theme of differentiated instruction, specifically within the elementary school context. The literature was analyzed by classifying research findings according to key themes: differentiation of content, process, product, and learning environment. Research findings indicate that differentiated instruction is effective in enhancing student learning outcomes, motivation, participation, and independence. Furthermore, it helps create a more inclusive and student-centered learning environment. This strategy enables teachers to tailor learning materials, methods, and products to meet students' specific needs and potential. However, the implementation of differentiated instruction still faces various challenges, such as a lack of teacher competence, limited planning time, and the complexities of managing a diverse classroom. Consequently, support is required to enhance teacher competence, provide necessary resources, and develop sustainable instructional systems. The study concludes that differentiated instruction is a relevant and vital strategy for the classroom; however, its successful implementation requires consistent commitment and support.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-09-25</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jlj/article/view/64466</dc:identifier>
	<dc:identifier>10.15294/jlj.v13i4.64466</dc:identifier>
	<dc:source xml:lang="en">Joyful Learning Journal; Vol. 13 No. 4 (2024): Joyful Learning Journal: Desember 2024; 114-120</dc:source>
	<dc:source>2775-295X</dc:source>
	<dc:source>2252-6366</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jlj/article/view/64466/11547</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Joyful Learning Journal</dc:rights>
</oai_dc:dc>