<![CDATA[Mathematics learning in inclusive elementary schools remains challenging for slow learner students because mathematical concepts are abstract, hierarchical, and require logical thinking. Previous studies have primarily examined either the effectiveness of differentiated instruction or academic accommodations separately, while limited attention has been given to integrating differentiated learning with learning accommodations to address the psychosocial needs of slow learner students in mathematics classrooms. This study aimed to describe: (1) the implementation of differentiated learning in the learning process and learning environment, and (2) learning accommodations provided to support the psychosocial needs of Grade IV slow learner students at SDN 007 Sangkulirang. A qualitative descriptive case study design was employed. The participants consisted of one Grade IV teacher and three slow learner students. Data were collected through classroom observations, semi-structured interviews, and documentation. Data credibility was ensured through source and technique triangulation, while analysis followed an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that successful inclusive mathematics learning is determined not only by the implementation of differentiated instruction but also by the synergy between differentiated learning processes, an inclusive learning environment, and learning accommodations that address students' psychosocial needs. This synergy was reflected through the use of concrete learning media, repeated instruction, individualized guidance, flexible grouping, a safe classroom environment, simplified learning materials, modified assessment, extended learning time, and gradual scaffolding. These integrated practices enhanced students' self-confidence, learning motivation, active participation, and social engagement. The novelty of this study lies in proposing an integrated implementation model that combines differentiated learning and learning accommodations based on the psychosocial needs of slow learner students in inclusive elementary mathematics education. ABSTRAK Pembelajaran matematika di sekolah dasar inklusif masih menghadapi tantangan dalam memenuhi kebutuhan belajar siswa slow learner karena materi bersifat abstrak, hierarkis, dan menuntut kemampuan berpikir logis. Berbagai penelitian sebelumnya umumnya berfokus pada efektivitas strategi pembelajaran berdiferensiasi atau akomodasi akademik secara terpisah, sedangkan kajian yang mengintegrasikan implementasi pembelajaran berdiferensiasi dengan akomodasi pembelajaran dalam memenuhi kebutuhan psikososial siswa slow learner pada pembelajaran matematika masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan: (1) implementasi pembelajaran berdiferensiasi pada proses dan lingkungan pembelajaran matematika, serta (2) bentuk akomodasi pembelajaran dalam memenuhi kebutuhan psikososial siswa slow learner kelas IV di SDN 007 Sangkulirang. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus deskriptif. Subjek penelitian terdiri atas seorang guru kelas IV dan tiga siswa slow learner. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik, sedangkan analisis data menggunakan model interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa keberhasilan pembelajaran matematika yang inklusif tidak hanya ditentukan oleh penerapan pembelajaran berdiferensiasi, tetapi juga oleh sinergi antara diferensiasi proses, pengelolaan lingkungan belajar, dan akomodasi pembelajaran yang berorientasi pada kebutuhan psikososial siswa. Implementasi tersebut diwujudkan melalui penggunaan media konkret, pengulangan materi, bimbingan individual, pengelompokan belajar yang fleksibel, lingkungan belajar yang aman, penyederhanaan materi, penyesuaian asesmen, pemberian waktu tambahan, serta scaffolding bertahap. Sinergi strategi tersebut terbukti meningkatkan kepercayaan diri, motivasi belajar, partisipasi aktif, dan keterlibatan sosial siswa dalam pembelajaran matematika. Kebaruan penelitian ini terletak pada penyajian model implementasi yang mengintegrasikan pembelajaran berdiferensiasi dengan akomodasi pembelajaran berbasis kebutuhan psikososial siswa slow learner dalam konteks pembelajaran matematika di sekolah dasar inklusif.]]>
