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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Pustaka: Jurnal Bahasa dan Pendidikan Jurnal Ilmu Komunikasi dan Sosial Politik Council: Education Journal of Social Studies Jurnal Inovasi Ekonomi Syariah dan Akuntansi Jurnal Vokatif: Pendidikan Bahasa, Kebahasaan, dan Sastra Journal of Sharia Economic Law Jurnal Riset Multidisiplin Edukasi Primary Didactic: Jurnal Pendidikan Sekolah Dasar
Dwi Aprilia
Unknown Affiliation
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Differentiated Learning Strategies in Social Studies: Addressing the Diversity of Student Learning Styles in the Classroom, Elementary School Students Dwi Aprilia; Haryati, Tati
Council: Education Journal of Social Studies Vol. 4 No. 1 (2026): Council: Education Journal of Social Studies
Publisher : Yayasan Insan Mulia Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59923/council.v4i1.635

Abstract

The complexity of the social environment in everyday life makes Social Studies (IPS) a fundamental subject in elementary education. However, the presentation of conventional, uniform instruction still fails to accommodate the significant diversity in students' learning readiness, interests, and learning styles. The purpose of this study is to identify, analyze, and propose practical, evidence-based differentiated learning strategies specifically tailored for elementary Social Studies content to effectively meet students' diverse learning styles. This study uses a qualitative research method, specifically a literature review, by drawing on major pedagogical frameworks, curriculum documents, and empirical studies regarding differentiation and Social Studies instruction in Elementary School. The results of the study indicate that the successful implementation of differentiation involves utilizing three main strategic areas: 1) Differentiated Content, for example, providing multi-modality resources such as historical graphic novels and audio clips; 2) Differentiated Process (for example, establishing varied Learning Centers or Learning Stations that cater to different sensory inputs); and 3) Differentiated Product, for example, allowing students to demonstrate mastery through visual mapping, oral presentations, or hands-on simulations. The research findings confirm that the application of these differentiated strategies significantly enhances student engagement, sharpens critical thinking skills, and results in a more comprehensive and meaningful understanding of core Social Studies concepts at the Elementary School level
Implementasi Pembelajaran Bahasa Indonesia Kurikulum Merdeka dengan Pendekatan Deep Learning di SMA Aprilia, Dwi; Mukhlis, Muhammad
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i1.3909

Abstract

Pembelajaran Bahasa Indonesia pada Kurikulum Merdeka menuntut deep learning mendalam yang menekankan pemahaman konseptual, berpikir kritis, dan kemampuan refleksi siswa. Namun, pelaksanaannya di lapangan masih menghadapi berbagai kendala. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran Bahasa Indonesia dengan pendekatan pembelajaran deep learning serta mengidentifikasi hambatan yang dihadapi guru di SMA Negeri 3 Siak Hulu. Pendekatan kualitatif dengan desain fenomenologi diterapkan dalam penelitian ini. Teknik pengumpulan data meliputi observasi kelas terhadap tiga guru Bahasa Indonesia menggunakan 64 indikator, wawancara mendalam dengan tiga guru dan tiga siswa, serta dokumentasi perangkat pembelajaran. Analisis data menggunakan model Miles dan Huberman dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran mendalam berada pada kategori baik dengan rata-rata pencapaian 85,5%. Guru 1 memperoleh skor 82%, Guru 2 memperoleh 87%, dan Guru 3 memperoleh 87,5%. Aspek memahami mencapai 86,2%, mengaplikasi 83,9%, dan merefleksi 81,1%. Hambatan yang dihadapi meliputi keberagaman pemahaman siswa, pengetahuan awal yang tidak merata, rendahnya keaktifan dalam diskusi kelompok, kesulitan menyampaikan materi abstrak, siswa belum terbiasa berpikir kritis, serta rendahnya motivasi belajar mandiri dan kebiasaan refleksi. Guru mengatasi hambatan melalui penyederhanaan bahasa, pemberian contoh kontekstual, variasi metode pembelajaran, dan pembiasaan refleksi.
Co-Authors Ana Sahroni Apriyanto Apriyanto Asnawi Asnawi Dea Putri Rahmadhani Della Wahyuningsih Dina Fadilah Diva Nazmi Laila Fajar Setiawan Fatmawati Fatmawati Fatmawati Fatmawati Firmansyah NST Haryati, Tati Intan Ratnasari Kustiawan, Kustiawan Maulidiyah Al Adawiyah Mukhlis, Muhammad Ode, Nadila Ramadiyati Okta Putri Ratri, Dwi Kurnianing Siti Ayu Juliyah Siti Hidayah Tomia, Hastika Widari, Ratnasari Wijahudin, Anas Yunisya Azura Zulfadli Hamdi ⁠Firmansyah NST