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All Journal 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
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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
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 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