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All Journal Irfani PAUD Lectura: Jurnal Pendidikan Anak Usia Dini Jurnal Pembelajaran Inovatif JPM (Jurnal Pendidikan Modern) Jurnal Anak Usia Dini Holistik Integratif (AUDHI) Jurnal ABDI PAUD Jurnal Pengabdian kepada Masyarakat HIKMATUNA: Journal for Integrative Islamic Studies Hikmatuna
Endah Windiastuti
Universitas Negeri Jakarta
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Inclusive Learning: Freedom of Learning for Young Learner Windiastuti, Endah
Jurnal Anak Usia Dini Holistik Integratif (AUDHI) Vol 8, No 2 (2026)
Publisher : Prodi Pendidikan Guru Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/jaudhi.v8i2.5100

Abstract

This study aims to examine the implementation of differentiated learning in inclusive early childhood education through a case study at TK Budi Mulia Dua Sedayu, Bantul, Yogyakarta. Four respondents were involved, consisting of the principal, two classroom teachers, and one special assistant teacher (GPK). Research data were collected through in‑depth interviews, classroom observations, and analysis of lesson plans and Individualized Learning Program (PPI) documents. Data were analyzed through processes of reduction, categorization, and triangulation to ensure validity and accuracy of interpretation. The findings indicate that differentiated learning begins with systematic screening and developmental assessments, which then serve as the basis for designing PPIs tailored to the needs, strengths, and conditions of each individual child. The presence of GPKs and classroom management inspired by Montessori principles supports the creation of a safe, flexible, and inclusive learning environment that accommodates student diversity. The study also reveals challenges such as limited teacher competence in applying differentiation strategies, insufficient comprehensive training, and parental resistance to accepting assessment results. The novelty of this research lies in its integration of differentiated learning within Indonesia’s inclusive PAUD context—a topic that remains understudied—particularly in relation to the use of PPI as a primary instrument. Significantly, the study offers a replicable practical model to enhance the quality of inclusive PAUD services, strengthen support for children with special needs, and contribute to achieving SDG 4 on quality education for all children.Keywords – Special Needs; Inclusive; Differentiated Learning; Early Childhood Education; PAUD
Co-Authors Ajeng Fitri Untariana Catur Wulandari Helen Dian Fridayani, Helen Dian Isnaini, Fatimah Noor Niken Pratiwi, Niken Rahmah Novianti Untariana, Ajeng Fitri Wening Sekar Kusuma