Evaluation of Differentiated Learning to Meet The Learning Needs of Students with Special Needs in Primary Schools
Keywords:
Differentiated Instruction, Special Needs Education, Learning EvaluationAbstract
This study explores the implementation of differentiated instruction to support students with special needs (Anak Berkebutuhan Khusus/ABK) in a non-inclusive elementary school setting. Conducted at SDIT Muhammadiyah Al-Kautsar in Sukoharjo, the research adopts a qualitative case study approach to investigate how teachers adapt their teaching strategies, media, and assessments to meet the diverse needs of students, particularly those with dyslexia and dyspraxia. Data were collected through observations, interviews, and documentation, involving key stakeholders such as classroom teachers and school administrators. The findings reveal that while differentiated instruction is applied through variations in content, process, and product, its implementation faces challenges due to limited resources and teacher preparedness. Teachers use modified learner worksheets (LKPD), individualized guidance, and varied media formats (visual, audio, and audiovisual) to support ABK students, although these adaptations are not always sufficient to fully meet their needs. Evaluations of learning strategies, materials, and outcomes indicate that differentiation has improved student engagement and achievement, yet ongoing constraints highlight the need for better support systems. This research contributes to bridging the gap in literature regarding differentiated instruction in non-inclusive schools and offers practical insights for educators seeking to create more inclusive and effective learning environments.
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References
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