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All Journal International Journal of Nusantara Islam International Journal of Nusantara Islam
Santi Susilawati Suherman
Universitas Islam Nusantara, Bandung
Religion Arts Humanities Social Sciences

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Differentiated Learning Management in Improving Elementary School Students' Speech Text Writing Skills Santi Susilawati Suherman; Eva Dianawati Wasliman
International Journal of Nusantara Islam Vol 13 No 2 (2025): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v13i2.58678

Abstract

This qualitative study examines how the management of differentiated instruction enhances speech-writing skills among elementary school students at SD Negeri Lemburtengah and SD Negeri Sriwidari 1. Guided by George R. Terry’s POAC (Planning, Organizing, Actuating, Controlling) framework, data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that systematic management of differentiation—encompassing content, process, and product—significantly improves students' abilities regarding speech structure, vocabulary selection, and the logical development of ideas. Despite challenges such as limited instructional time and varying levels of student readiness, the management of differentiated instruction successfully fosters an inclusive and adaptive environment, thereby optimizing writing skill outcomes at the elementary school level.
Differentiated Learning Management in Improving Elementary School Students' Speech Text Writing Skills Santi Susilawati Suherman; Eva Dianawati Wasliman
International Journal of Nusantara Islam Vol 13 No 2 (2025): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v13i2.58678

Abstract

This qualitative study examines how the management of differentiated instruction enhances speech-writing skills among elementary school students at SD Negeri Lemburtengah and SD Negeri Sriwidari 1. Guided by George R. Terry’s POAC (Planning, Organizing, Actuating, Controlling) framework, data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that systematic management of differentiation—encompassing content, process, and product—significantly improves students' abilities regarding speech structure, vocabulary selection, and the logical development of ideas. Despite challenges such as limited instructional time and varying levels of student readiness, the management of differentiated instruction successfully fosters an inclusive and adaptive environment, thereby optimizing writing skill outcomes at the elementary school level.
Co-Authors Eva Dianawati Wasliman