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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Imran Imran
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Education Public Health Social Sciences

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Teacher Strategies in Overcoming Obstacles to Implementing Differentiated Learning at State Elementary School 206/IV, Jambi City Siti Zulaikha; Imran Imran; Ika Panggih Wahyuningtyas
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.164

Abstract

This study aims to describe teachers’ strategies in overcoming the challenges of implementing differentiated instruction at SD Negeri 206/IV Jambi City. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers have implemented differentiated instruction through the adjustment of content, process, and product, as well as the use of diagnostic assessment. However, several challenges were identified, including differences in students’ abilities, limited instructional time, and difficulties in managing diverse student activities and understanding. To address these challenges, teachers applied strategies such as providing additional guidance, managing time effectively by prioritizing core learning activities, and organizing classroom activities through structured group work. This study contributes by providing a concrete description of how teachers’ strategies in addressing the challenges of differentiated instruction can be applied contextually in classroom practice, offering practical references for teachers in managing diverse learning needs and improving the effectiveness of instruction in primary education.
Teacher Strategies in Overcoming Obstacles to Implementing Differentiated Learning at State Elementary School 206/IV, Jambi City Siti Zulaikha; Imran Imran; Ika Panggih Wahyuningtyas
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.164

Abstract

This study aims to describe teachers’ strategies in overcoming the challenges of implementing differentiated instruction at SD Negeri 206/IV Jambi City. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers have implemented differentiated instruction through the adjustment of content, process, and product, as well as the use of diagnostic assessment. However, several challenges were identified, including differences in students’ abilities, limited instructional time, and difficulties in managing diverse student activities and understanding. To address these challenges, teachers applied strategies such as providing additional guidance, managing time effectively by prioritizing core learning activities, and organizing classroom activities through structured group work. This study contributes by providing a concrete description of how teachers’ strategies in addressing the challenges of differentiated instruction can be applied contextually in classroom practice, offering practical references for teachers in managing diverse learning needs and improving the effectiveness of instruction in primary education.
The Emotional Experiences of Elementary School Students Subjected to Verbal Bullying: A Qualitative Study at SDN 211/IX Mendalo Darat Nita Valeda; Imran Imran; Nisa Aulia
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.340

Abstract

Verbal bullying is one of the common forms of violence that often happens in elementary school settings. Although often seen as jokes by the people involved, this behavior can have a deep emotional impact on the victim. This study aims to describe the emotional experiences of students who have been victims of verbal bullying at SDN 211/IX Mendalo Darat. The research uses a qualitative approach with the type of study being a case study. The research participants include students who were victims of verbal bullying, classroom teachers, and parents of the students, selected using purposive sampling technique. Data collection techniques involve observing, conducting in-depth interviews, and documenting information. The data analysis was done using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. Research shows that students who experience verbal bullying go through various emotional experiences such as feeling sad, ashamed, scared, anxious, and lacking self-confidence. These feelings come from being teased, insulted, teased, and given negative nicknames repeatedly by peers. Besides that, the victim tends to pull away from social environments, avoid the perpetrator, and choose to stay quiet when experiencing such treatment. This study shows that verbal bullying has a big impact on the emotional growth of elementary school students, so it is important for teachers, parents, and schools to take an active role in creating a safe and comfortable learning environment.
Co-Authors Ika Panggih Wahyuningtyas Nisa Aulia Nita Valeda Siti Zulaikha