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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Walada: Journal of Primary Education
Ika Panggih Wahyuningtyas
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Education Public Health Social Sciences Other

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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.
Upaya Meningkatkan Kemampuan Membaca Melalui Model Pembelajaran Coopeative Integrated Reading and Composition (CIRC) di Sekolah Dasar Dilla Fransisca; Shalahudin; Ika Panggih Wahyuningtyas
Walada: Journal of Primary Education Vol. 5 No. 4 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i4.1443

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan membaca siswa kelas III SDN 76/IX Mendalo Darat. Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) serta mengetahui peningkatan kemampuan membaca siswa setelah model tersebut diterapkan. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 siswa kelas III. Data dikumpulkan melalui tes membaca, observasi pembelajaran, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa persentase kemampuan membaca siswa meningkat dari 46,71% pada pra-siklus menjadi 59,54% pada siklus I dan 80,04% pada siklus II. Aktivitas siswa meningkat dari 48,94% pada pra-siklus menjadi 54,21% pada siklus I dan 77,37% pada siklus II. Aktivitas guru juga meningkat dari 62,05% pada siklus I menjadi 83,33% pada siklus II. Hasil tersebut menunjukkan bahwa penerapan model CIRC dapat mendukung peningkatan kemampuan membaca dan keterlibatan siswa dalam pembelajaran. Dengan demikian, model CIRC dapat menjadi alternatif pembelajaran Bahasa Indonesia di sekolah dasar melalui kegiatan membaca terbimbing, diskusi kelompok, dan pemberian umpan balik.
Co-Authors Dilla Fransisca Imran Imran Shalahudin Siti Zulaikha