Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Rahma, Aisyah Nayla
Unknown Affiliation
Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
ANALISIS DIFERENSIASI KONTEN MEMBACA PERMULAAN PADA PEMBELAJARAN BAHASA INDONESIA UNTUK SISWA SLOW LEARNER KELAS I SEKOLAH DASAR Rahma, Aisyah Nayla; Hasanah, Uswatun; Satibi Hidayat, Otib
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47417

Abstract

This study aims to analyze the implementation of initial reading content differentiation in Indonesian language learning for slow learners in grade I of elementary school. The method used is descriptive qualitative with data collection techniques through direct observation, in-depth interviews with class teachers, and documentation of learning tools. The results of the study indicate that content differentiation is implemented through five interrelated aspects: initial assessment based on picture letter cards during the MPLS period, simplification of content from sentences to single words with a CV-CVC pattern to reduce cognitive load, the use of picture flashcards as a visual cognitive bridge, intensive mentoring (scaffolding) strengthened by parent collaboration in the classroom, and a qualitative assessment system based on individual progress (self-referenced assessment). Although these strategies have proven to be theoretically and practically relevant, this study also identified limitations in the form of the absence of regular assessments, gradual plans to higher levels, and structured documentation of progress. This study concludes that the effectiveness of content differentiation is determined by the cohesive integration of assessments, materials, media, mentoring, and assessments that are responsive to the individual needs of slow learners.
Co-Authors satibi hidayat, otib Uswatun Hasanah