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All Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Metta : Jurnal Ilmu Multidisiplin SERUNAI Al-Mubtadi : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Madrasah Ibtidaiyah Education Journal Journal of Industrial and Syariah Economics Journal of Islamic Finance and Syariah Banking
Rosyidah, Irma
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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DIFERENTIATED LEARNING FOR ELEMENTARY SCHOOL STUDENTS WITH NEURODEVELOPMENTAL DISORDERS: A SYSTEMATIC LITERATURE REVIEW Rosyidah, Irma; Afidah, Febrian Nafisa Nurul; Mukhoiyaroh, Mukhoiyaroh
Al-Mubtadi: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 2 (2026)
Publisher : Prodi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/almubtadi.v3i2.1162

Abstract

This study examines differentiated learning for elementary school students with neurodevelopmental disorders, such as ADHD, autism spectrum disorder (ASD), and dyslexia. The study emphasizes the importance of adaptive and inclusive learning approaches to address diverse student needs. This research employed a Systematic Literature Review (SLR) method using the PRISMA 2020 framework. Data were collected using the Harzing Publish or Perish (PoP) application from Scopus, Google Scholar, Crossref, and Elicit, with inclusion criteria limited to Scopus- or SINTA-indexed articles published between 2020 and 2025. Of the 158 identified articles, four met all eligibility criteria and were analyzed using NVivo to identify key themes. The findings indicate that differentiated learning improves academic achievement, learning engagement, and students’ socio-emotional development by adjusting content, processes, products, and learning environments. The review also highlights the importance of teacher readiness, interdisciplinary collaboration, and inclusive school support in optimizing learning outcomes and inclusive educational practices in elementary schools.
Co-Authors Afidah, Febrian Nafisa Nurul Aminuddin, Yusuf Asidah, Nur Badriyah, Yuni Nur Faradila, Anggun Auli Ilmiyah, Izzatul mujib, muhammad abdul Mukhoiyaroh, Mukhoiyaroh Muzzaki, Ahmad Nurtantiani, Nurtantiani Risma Putri, Desmaniar Rozikin, Muhammad Shofiyana, Aina Siti Fatimah Zahratunnisa, Firdha