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All Journal Jurnal Pendidikan Dasar Nusantara IJIET (International Journal of Indonesian Education and Teaching) Jurnal Tuturan EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an International Journal of Educational Research Excellence (IJERE) BAHASTRA Indonesian Journal of Islamic Studies
Suherli Kusmana, Suherli
Guru Besar FKIP UNSWAGATI Cirebon
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Differentiated Learning Strategies for Students with Learning Difficulties in Regular Elementary Schools Ameliya, Nurlaila Zulfa; Nur’Aliya, Naila; Renata Elsinta; Kusmana, Suherli
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 11 No 1 (2026): Educasia, 11(1), April 2026
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v11i1.447

Abstract

The diversity of learning styles among students in regular elementary school classrooms encourages teachers to use flexible teaching methods, especially for students with learning difficulties. This study aims to understand teachers' perspectives, the problems they face, and how they implement different learning approaches for students with learning difficulties in public elementary schools. This research uses a descriptive qualitative approach with a multiple case study design. The research was conducted in three public elementary schools and involved four classroom teachers selected based on their experience in teaching students with learning difficulties. Data were collected through semi-structured in-depth interviews and then analyzed using cross-case and intra-case thematic analysis. The findings show that teachers view students with learning difficulties as individuals who require more guidance and repetition of material, especially in basic reading and writing skills. Learning difficulties are not only considered an intellectual limitation but are also influenced by the environment and support from the family. Some of the main challenges in implementing differentiated learning include limited learning time, large class sizes, and low parental participation. To overcome this, teachers differentiate in terms of content, methods, and learning outcomes by simplifying material, using varied media and methods, providing individual or small group support, and adjusting tasks and expectations. This study emphasizes that differentiated learning is implemented in a flexible and context-appropriate manner and plays an important role in supporting inclusive learning in public elementary.
Microlearning-Based Learning Strategies to Strengthen Elementary School Students' Disciplined Character in the Digital Era Muallipah, Muallipah; Restiani, Mawita; Noviana, Alfiah; Kusmana, Suherli
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 11 No 2 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v11i2.28025

Abstract

This study aims to investigate the impact of microlearning-based learning strategies on the academic achievement and learning discipline of elementary school students in Natural and Social Sciences (IPAS). The study used a quantitative approach with an experimental design conducted at SDN Kartini I and SDN Kartini II. The research subjects were 65 sixty five students divided into two groups. Each group implemented the Discovery Learning and Problem-Based Learning models combined with the microlearning approach. Microlearning was presented in the form of short, structured, and varied learning materials to increase student activity and focus during the learning process. Data collection was carried out through learning outcome tests in the form of pretests and posttests, as well as observations to assess student learning discipline during learning activities. Data analysis used paired t-tests to determine differences in learning achievement before and after treatment, and Pearson correlation analysis and simple regression to examine the relationship and influence between variables. The results showed a significant difference between students' pretest and posttest scores (p < 0.05). These findings prove that the combination of microlearning with the Discovery Learning and Problem-Based Learning models is effective in improving learning outcomes. In addition, this learning strategy also has a positive impact on improving student learning discipline.
Co-Authors Aji Septiaji Ameliya, Nurlaila Zulfa Anggraeini, Reni Ardika Septiani, Vergie Arji, Muhammad Romi Bunga Avriliatama, Dinda JAJA, JAJA Jimat Susilo Muallipah, Muallipah Mufidin, Pidin Ningsih, Cucu Maryati Noviana, Alfiah Nugroho, Beni Nurfadhillah, Aii Nurmaya, Linda Nur’Aliya, Naila Renata Elsinta Restiani, Mawita Syarifah, Eva Fitriani Wilsa, Jaja Yuliastuti, Dwi Yusida Gloriani