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All Journal JURNAL PENDIDIKAN TAMBUSAI Inovasi Kurikulum Jurnal Tonggak Pendidikan Dasar : Jurnal Kajian Teori dan Hasil Pendidikan Dasar Humanities and Language JURNAL KELUARGA SEHAT SEJAHTERA Jurnal Merah Putih Sekolah Dasar
Asna Istikmalatul Muktamaroh
State University Of Medan
Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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Meningkatkan Keterampilan Hots (Higher Order Thinking Skills) Melalui Pendekatan Pembelajaran Berdiferensiasi Di Sekolah Dasar Nadhilah Syafitri; Zuhti Atitta Putri; Ade Irma; Riski Fatma Sofi Nasution; Nadine Gwen C.H. Sitorus; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

This study aims to analyze the implementation of differentiated instruction in improving elementary school students’ Higher Order Thinking Skills (HOTS). HOTS are essential 21st-century skills because students are required to think critically, creatively, analyze information, and solve problems. This research employed a qualitative approach using the Systematic Literature Review (SLR) method. Data were collected through article searches on Google Scholar. using keywords related to differentiated instruction and HOTS. The analyzed articles were international journals published between 2017–2026 that met the research inclusion criteria. Based on the selection process, 10 international journals were analyzed using thematic analysis techniques. The findings showed that differentiated instruction effectively improves students’ critical thinking, creativity, problem-solving skills, and active participation in learning. Differentiated instruction also helps teachers adjust learning strategies according to students’ needs, interests, and abilities, making the learning process more flexible and meaningful. In addition, the successful implementation of differentiated instruction is influenced by teachers’ competencies in designing adaptive and student-centered learning. Therefore, differentiated instruction can be an effective strategy to support the development of HOTS among elementary school students.
Penerapan Diferensiasi Kurikulum Inklusif dalam Menghadapi Tantangan Emosional Siswa Sekolah Dasar Asna Istikmalatul Muktamaroh; Dwi Rahmi Anissa Tanjung; Haya Sabila Aulia Br Munthe; Sekar Melati Pasaribu; Sazkyla Nur Efendi; Nesa Andari
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

Inclusive education is an effort to provide equitable educational services for all students, including those with special needs. In practice, elementary school teachers face increasingly complex challenges, particularly in managing the diversity of learning needs and emotional dynamics of students. Emotional challenges such as anxiety, low self-confidence, difficulty controlling emotions, and barriers to social interaction can impact the learning process. One approach deemed relevant to address these challenges is Differentiated Inclusive Curriculum (DIKSI). This study aims to analyze the application of DIKSI in helping teachers address students' emotional challenges in elementary schools and identify obstacles that arise in its implementation. The study used a qualitative approach with a literature review. Data were obtained through documentation of 11 scientific reference sources, consisting of 6 national journals and 5 international journals published between 2023 and 2026. Data were analyzed descriptively through data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of DIKSI can adapt learning based on students' learning readiness, interests, learning profiles, and individual needs. This approach has resulted in increased learning motivation, active participation, self-confidence, social interaction skills, and the creation of an emotionally safe learning environment. However, the implementation of DIKSI still faces obstacles such as a lack of teacher understanding, limited time, limited facilities, large student numbers, and suboptimal school support. Therefore, DIKSI can be an effective strategy to support inclusive learning while also helping teachers manage students' emotional challenges in elementary schools.
Perencanaan Pembelajaran Berdiferensiasi untuk Mengakomodasi Keberagaman Peserta Didik di Sekolah Dasar Dwi Anggina Pasha; Alisah Amanda; Anggina Hasanah Putri; Dina Aulia; Selsy Abrilya; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

The diversity of learning styles among elementary school students is a reality that cannot be ignored in educational practice. A homogeneous teaching approach fails to accommodate individual differences, resulting in marginalization of learners, demotivation, and widening achievement gaps. This article discusses the implementation of differentiated curriculum as a strategic approach in lesson planning using a literature review method. Through a systematic review of relevant literature, three main dimensions of differentiation are identified: content, process, and product differentiation. The analysis reveals that teachers applying differentiated instruction significantly improve student engagement and learning outcomes. Key challenges include limited planning time, administrative burdens, and insufficient professional training. This article recommends teacher competency development, strong institutional support, and stakeholder collaboration as keys to successful implementation
Implementasi Hybrid Learning Berbasis Diferensiasi dalam Mendukung Kurikulum Merdeka di Sekolah Dasar Shalsya Nazyfha; Ananta Lestari Br Sembiring; Berta Arista Br Damanik; Mutiara Uli Arta Tambunan; Liza Aulia Yusuf; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

Educational changes in the Society 5.0 time require new and creative ways to teach that keep up with technology and what students need. This research looks into how the Independent Curriculum is being used with hybrid learning in elementary schools, focusing on personalizing education for different students. The study is done using a qualitative method that describes what happens by reviewing literature and analyzing teaching methods. The findings show that using hybrid learning allows for a flexible way of learning by mixing online and in-person activities, which helps to meet various student learning styles, interests, and abilities. In addition, the approach of personalizing the Independent Curriculum lets teachers change their teaching methods, content, and assessments to better fit each student's needs. Therefore, this change not only enhances the quality of learning but also boosts important skills for the 21st century like critical thinking, creativity, teamwork, and being good with technology. In conclusion, this study finds that using a hybrid learning approach that is based on personalization is a smart and effective way to help carry out the Independent Curriculum during the Society 5.0 period in elementary education.
Implementasi Pembelajaran Berdiferensiasi dalam Mengembangkan Karakter Siswa Sekolah Dasar: Kajian Literatur Sistematis Vini Anandita Adha; Fathia Az-Zahra Nazfa; Feby Natasya; Azzahra Julaika; Yuricha Nadwa At-Tazkia Rambe; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

Differentiated curriculum is an instructional approach that adapts the learning process based on students’ needs, readiness, interests, and learning profiles. In diverse elementary school learning environments, the implementation of a differentiated curriculum becomes an important strategy to accommodate students’ varying characteristics. In addition to improving academic learning outcomes, this approach also plays a role in developing students’ character values such as discipline, responsibility, cooperation, tolerance, self-confidence, and empathy. This study aims to examine the implementation of a differentiated curriculum in developing character values of elementary school students in diverse learning environments. The research method used is library research, by analyzing various sources such as books, scientific journals, and educational policy documents. The findings indicate that differentiated learning is able to create an inclusive, active, and enjoyable learning environment, and is effective in instilling character values through collaborative activities, the provision of task choices, project-based learning, and self-reflection. Therefore, the implementation of a differentiated curriculum can serve as a relevant learning solution in shaping the character of elementary school students amidst diverse learning environments.
Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka untuk Mengakomodasi Keberagaman Karakteristik Siswa Sekolah Dasar Grace Shinta Simbolon; Monica Sola Gratia Panjaitan; Riska N Br Sitepu; Marie N Simorangkir; Putri Pakpahan; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

This study aims to analyze the implementation of differentiated learning in the Merdeka Curriculum to accommodate students’ characteristics in elementary schools. The research employed a qualitative approach using the Systematic Literature Review (SLR) method. Data sources were obtained from national and international journal articles accessed through Google Scholar, Garuda, and ScienceDirect published between 2016–2026. Data collection was conducted through documentation techniques and analyzed using descriptive qualitative analysis. The findings indicate that differentiated learning helps teachers adjust learning content, processes, and products based on students’ readiness, interests, and learning profiles. The implementation of differentiated learning also improves students’ motivation, engagement, critical thinking skills, creativity, and learning outcomes in elementary schools. However, its implementation still faces several challenges, including limited teacher understanding, lack of professional training, limited time, and difficulties in managing heterogeneous classrooms. Therefore, improving teacher competence, providing adequate facilities and infrastructure, and supporting educational policies are necessary to optimize the implementation of differentiated learning in the Merdeka Curriculum.
Implementasi Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka untuk Meningkatkan Partisipasi Aktif Siswa di Sekolah Dasar Inklusi. Denri Laurensius Sitanggang; Sandy Anugrah Siburian; Gilang Fathir Andika; Fatiah Zahra Olii; Anatasia Egrisia Saragi; Asna Istikmalatul Muktamaroh
Jurnal Keluarga Sehat Sejahtera Vol. 24 No. 1 (2026): JURNAL KELUARGA SEHAT SEJAHTERA (In-Press)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/

Abstract

Differentiated learning is one of the relevant approaches in the implementation of the Merdeka Curriculum because it is able to accommodate the diverse learning needs of students, especially in inclusive elementary schools. This study aims to analyze the implementation of differentiated learning in the Merdeka Curriculum and its role in improving students’ active participation in inclusive elementary schools. This study employed a qualitative approach using a library research method. Data sources were obtained from scientific journals, books, and relevant educational documents related to the research topic. Data were collected through documentation studies and analyzed using descriptive qualitative analysis through data reduction, data presentation, and conclusion drawing. The results of the study indicate that differentiated learning is capable of creating a more flexible, adaptive, and student-centered learning process through content, process, and product differentiation. This approach has been proven to increase students’ engagement and active participation, including students with special needs, because learning activities are adjusted to students’ readiness, interests, and learning styles. However, its implementation still faces several challenges, such as limited teacher understanding, learning media, and heterogeneous classroom conditions. Therefore, improving teacher competence and strengthening school support are necessary to optimize the implementation of differentiated learning in creating inclusive and meaningful learning environments.
Implementasi Pembelajaran Diferensiasi untuk Mengakomodasi Siswa Berkebutuhan Khusus dalam Meningkatkan Hasil Belajar di SD Negeri 060796 Pada Kurikulum Merdeka Asna Istikmalatul Muktamaroh; Deva Maria Pangaribuan; Dinda Prati Dina Arsah; Enjel Anatasia Hutabarat; Fajra Lativa Asri; Idauli Permatasari Nainggolan
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38408

Abstract

Penelitian ini bertujuan menggambarkan implementasi pembelajaran diferensiasi dalam Kurikulum Merdeka untuk memenuhi kebutuhan siswa berkebutuhan khusus (ABK) serta mengetahui dampaknya terhadap hasil belajar siswa di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data diperoleh melalui observasi partisipatif pasif dan angket terbuka kepada guru kelas III. Subjek penelitian terdiri atas guru kelas dan 5 siswa ABK dengan hambatan intelektual ringan. Hasil penelitian menunjukkan bahwa pembelajaran diferensiasi diterapkan melalui asesmen diagnostik serta penyesuaian konten, proses, dan produk pembelajaran sesuai kemampuan siswa. Guru menggunakan strategi pendampingan individual, media visual, tugas bertahap, dan fleksibilitas waktu belajar. Penerapan pembelajaran diferensiasi berdampak positif terhadap keaktifan, rasa percaya diri, keterlibatan belajar, dan kemampuan siswa dalam menyelesaikan tugas. Namun, pelaksanaannya masih menghadapi kendala berupa keterbatasan waktu dan kurangnya pelatihan guru terkait pendidikan inklusif.
Strategi Guru dalam Menerapkan Pembelajaran Berdiferensiasi Berbasis Deep Learning pada Kurikulum Merdeka di SD Kreatif Rusyda Annisa Hapsari; Dira Supratiwi; Fazira Nazwa; Syazilla Machreni; Asna Istikmalatul Muktamaroh
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38409

Abstract

Penelitian ini dilatarbelakangi oleh tuntutan pendidikan abad ke-21 yang tidak hanya berfokus pada penyampaian materi, tetapi juga pada pengembangan kemampuan berpikir kritis dan pemahaman mendalam. Kurikulum Merdeka menekankan pembelajaran yang berpusat pada siswa melalui pembelajaran berdiferensiasi dan deep learning, namun dalam pelaksanaannya masih terdapat berbagai kendala. Penelitian ini bertujuan untuk menganalisis strategi guru dalam menerapkan kedua pendekatan tersebut di SD Kreatif Rusyda. Metode yang digunakan adalah kualitatif deskriptif dengan dukungan kajian literatur dan observasi lapangan. Data dikumpulkan melalui observasi dan catatan lapangan, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan asesmen diagnostik, metode pembelajaran aktif, dan media yang variatif untuk menyesuaikan kebutuhan siswa. Pendekatan ini meningkatkan keaktifan dan kemampuan berpikir kritis siswa, meskipun masih terdapat kendala seperti perbedaan kemampuan, keterbatasan waktu, dan kesiapan guru. Secara keseluruhan, penerapan ini memberikan dampak positif terhadap kualitas pembelajaran.
Permasalahan Implementasi Kurikulum Berdiferensiasi di Sekolah Dasar Inklusi dan Alternatif Solusinya Afrida Hanum Lubis; Julia Amelia Sormin; Nabila Olivia; Najwa Fadhilah Siregar; Nakaya Hanaro Sihotang; Asna Istikmalatul Muktamaroh
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38510

Abstract

Penelitian ini bertujuan untuk menganalisis permasalahan dalam implementasi kurikulum berdiferensiasi di sekolah dasar inklusi serta mengidentifikasi alternatif solusi yang dapat diterapkan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur (library research) melalui analisis terhadap 10 artikel jurnal ilmiah yang relevan dalam rentang waktu 2020–2026. Teknik analisis data menggunakan analisis isi (content analysis) dengan tahapan pengumpulan, seleksi, pengelompokan, dan interpretasi data. Hasil penelitian menunjukkan bahwa implementasi kurikulum berdiferensiasi di sekolah dasar inklusi masih menghadapi berbagai kendala, antara lain keterbatasan kompetensi guru, tingginya heterogenitas peserta didik, keterbatasan sarana dan prasarana, kurangnya tenaga pendidik khusus, serta belum optimalnya pelaksanaan asesmen diagnostik. Adapun alternatif solusi yang dapat dilakukan meliputi peningkatan kompetensi guru melalui pelatihan berkelanjutan, penguatan asesmen diagnostik, penyediaan sarana dan prasarana yang memadai, peningkatan kolaborasi antara guru, tenaga ahli, dan orang tua, serta dukungan kebijakan sekolah yang lebih inklusif. Penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan praktik pembelajaran inklusif yang adaptif dan berkualitas.
Co-Authors Ade Irma Afrida Hanum Lubis Alisah Amanda Alya Nurmaini Hutasuhut Ananta Lestari Br Sembiring Anatasia Egrisia Saragi Anggina Hasanah Putri Annisa Hapsari Assha Uli Handayani Hasibuan Azzahra Julaika Barus, Aurora Febriani Br Berta Arista Br Damanik Brilliananda, Cindy Cindhana Bunga Ayu Albani Chaterine Angelia Butar Butar Dea Febria Br Ketaren Dea Yuanita Nasution Denri Laurensius Sitanggang Deva Maria Pangaribuan Dina Aulia Dinda Prati Dina Arsah Dira Supratiwi Dongoran, Selpiana Dwi Anggina Pasha Dwi Rahmi Anissa Tanjung Enjel Anatasia Hutabarat Fajra Lativa Asri Fariza, Amelia Fathia Az-Zahra Nazfa Fatiah Zahra Olii Fazira Nazwa Feby Natasya Gaol, Sister Imelda Lumban Gilang Fathir Andika Ginting, Dimas Pramadana Grace Monica Nababan Grace Shinta Simbolon Haris Steven Siregar Haya Sabila Aulia Br Munthe Henry Praherdhiono Hizkia Adventy Saragih Idauli Permatasari Nainggolan Ivana Silalahi Jesica Elsadhay Purba Julia Amelia Sormin Khairunnisa Erwinsyah, Indri Liza Aulia Yusuf Marie N Simorangkir Marisa Br. Sembiring Mirzah, Nilam Monica Sola Gratia Panjaitan Muhamad Firmansya Junus Muhammad Hafiz Ermawan Muthia Revanisyah Mutiara Uli Arta Tambunan Nabila Nasywa Nabila Olivia Nadhilah Syafitri Nadine Gwen C.H. Sitorus Najwa Fadhilah Siregar Nakaya Hanaro Sihotang Natalia Br Parapat, Trisna Nesa Andari Nisya Sazwana Nasution Nurul Ain, Saskia Nurul Aulia Olga Griselda Tarigan Putri Febrianti Purba Putri Pakpahan Rahaya, Ivana Septia Rendi Prilandi Rinda Tri Putri Riska N Br Sitepu Riski Fatma Sofi Nasution Sakira Azzura Caniago Sandy Anugrah Siburian Sari, Ferra Mutia Sazkyla Nur Efendi Sekar Melati Pasaribu Selsy Abrilya Shalsya Nazyfha Shella Yolanda Shindy Balerina Situmorang Shintia Ariany Siahaan Shintia Febrina Hutabarat Sifah Nasution, Syahkira Simamora, Eirene Carolina Simanjuntak, Selvi Siregar, Dina Shabrina Putri Siregar, Nadya Shadrina Syazilla Machreni Tessalonika Faivy Simatupang Venny Flora Cita Manurung Vettris Dwarti Sinaga Vini Anandita Adha Waruwu, Yasria Idaman Fersi Yerry Soepriyanto Yunita Magdalena Sinurat Yuricha Nadwa At-Tazkia Rambe Zuhti Atitta Putri