Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Anisha Febriani
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Education

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

Found 1 Documents
Search

 1 
STRATEGI PEMBELAJARAN ADAPTIF BAGI SISWA DENGAN DISABILITAS SOSIAL DI SEKOLAH DASAR Anisha Febriani; Putri Intan Nur'aini; Oman Farhurohman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15442

Abstract

The purpose of this study is to examine adaptive learning strategies for elementary school students with social difficulties within the framework of inclusive education. This study was conducted at an inclusive elementary school in Serang City, Banten, using a case study design and qualitative methodology. Purposive and snowball sampling approaches were used to identify four students with social difficulties, two special education teachers, and one classroom teacher as research subjects. The Miles and Huberman interactive model was used to analyze data collected through semi-structured interviews, participatory observation, and documentation. The findings indicate that adaptive learning strategies are dynamic and contextual, including the use of nonverbal communication, the management of an inclusive learning environment, the development of interpersonal relationships, and flexibility in teaching methods. Both support from the school environment and the quality of social interactions between teachers and students influence how effectively these strategies are implemented. However, there are still challenges in their implementation, such as inadequate institutional support and suboptimal teacher competencies. This study demonstrates that adaptive learning is a holistic approach that integrates social, emotional, and cognitive elements into inclusive education.
Co-Authors Oman Farhurohman Putri Intan Nur'aini