Styles of Learning in Elementary Schools Learning the Indonesian Language: Application of Content Differentiation

Abstract

The distinctiveness of students contributes to the diversity inside the classroom. The purpose of differentiated learning is to cater to the diverse needs of pupils, thereby providing them with the best possible learning experiences. Forty grade 5 pupils from a primary school in Bandung City were selected as participants in the investigation. The approaches employed for data collection encompassed interviews, observation, and documentation. The data analysis technique employs the Milles and Huberman model, which consists of distinct steps including data reduction, data display, and generating conclusions. The research findings indicate that differentiated learning in content pertains to students' individual learning preferences, which has been demonstrated to enhance students' comprehension in identifying the central concept of a paragraph. The advances that took place exhibited a wide range of diversity, with students demonstrating various learning styles. Out of a total of 40 students, 37.5% displayed a preference for visual learning, 30% for auditory learning, and 32.5% for kinesthetic learning. This learning approach exerts a substantial impact on differentiated learning. This study proposes implementing diverse approaches to differentiated instruction, encompassing modifications in content, instructional methods, and student outcomes, with the aim of enhancing teaching effectiveness at an appropriate level.