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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan dan Sosial Humaniora Ludi Litterarri
Fuji Lestari
Universitas Riau
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementation of Differentiated Instruction in Realizing Inclusive Learning in Primary Schools Fuji Lestari; Nurul Fadhilah; Amalia Tasya
Ludi Litterarri Vol. 1 No. 4 (2025): Ludi Litterarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/h49rkh89

Abstract

Inclusive learning in elementary schools emphasizes accessibility and diversity in education, ensuring that all students can learn without discrimination. Differentiated Instruction (DI) is an important approach in supporting inclusive learning by adjusting teaching methods based on students' needs, interests, and learning styles. However, the implementation of DI still faces various challenges, such as lack of teacher understanding, limited resources, and education policies that do not support curriculum flexibility. This study uses a literature study method to analyze the implementation of DI in inclusive learning in elementary schools. The results of the analysis show that the implementation of DI can improve student motivation and academic outcomes, but requires teacher readiness through ongoing training and more flexible policy support. In addition, the integration of learning technology can help overcome the constraints of differentiation in heterogeneous classes. Therefore, synergy is needed between the government, schools, and the education community in providing resources and regulations that support the success of DI. With the right strategy, DI has the potential to create a more inclusive, adaptive, and effective learning environment in improving the quality of elementary education
Epistemological Perspectives in Inclusive Education: A Systematic Review of Differentiated Instruction Practices Across Contexts Fuji Lestari; Mahdum Mahdum; Jimmi Copriady
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8663

Abstract

This study situates inclusive education within broader epistemological debates, emphasizing how differing conceptions of knowledge shape differentiated instruction practices across diverse educational contexts . The purpose of this systematic review is to examine how empiricist, constructivist, and hybrid epistemological orientations influence the design and implementation of differentiated instruction in inclusive settings, and to identify contextual factors mediating this relationship. Employing PRISMA 2020 guidelines, a systematic search of the Scopus database (2019–2024) yielded 43 peer-reviewed studies, which were analyzed through thematic synthesis and comparative frameworks. The findings reveal three dominant orientations: constructivist approaches (44%) emphasize student-centered, flexible, and experiential learning; empiricist approaches (30%) prioritize data-driven, structured, and assessment-based practices; while hybrid approaches (26%) integrate both perspectives pragmatically. The review further identifies teacher preparation, policy frameworks, and governance structures as key mediating factors influencing how epistemological beliefs translate into classroom practice. Notably, only 28% of studies reported explicit teacher reflection on epistemological foundations, indicating a gap between theory and practice. The study concludes that epistemological orientations fundamentally shape differentiated instruction and inclusive education outcomes. It proposes the Epistemology-Practice-Context (EPC) model to conceptualize the dynamic interaction between beliefs, contextual conditions, and pedagogical practices. These findings highlight the need for enhancing teachers’ epistemological literacy and aligning policy frameworks with diverse educational contexts to improve the effectiveness of inclusive education.
Motivasi Keputusan Mahasiswa untuk Bekerja Sebagai Ojek Muslimah Fuji Lestari; Muhammad Agus Saputra; Mutia Mutmainah
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 3 (2025): September : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i3.6855

Abstract

The phenomenon of increasing participation of female students in sharia-based transportation services such as Ojek Muslimah Universitas Riau (OMU) shows a change in work preferences among young Muslim women. This study aims to investigate the motivations and experiences of female students who choose to work as drivers in the community. The study used a descriptive qualitative approach with data collection techniques through in-depth interviews with the founder of Ojek Muslimah Universitas Riau and one of the active drivers. The results of the study revealed that the main reasons for female students to join were economic needs, the desire to be independent, and the belief in a safe, flexible, and Islamic work system. Security factors, a women-only work environment, and Islamic dress and interaction rules are the main attractions. In addition, the existence of a supportive community also strengthens the enthusiasm and professionalism of the drivers. Despite facing challenges in terms of time management and social perception, female students are still able to carry out dual roles as students and workers. These findings indicate that part-time work based on religious values can be a relevant and meaningful alternative for Muslim women in meeting economic needs while maintaining their Islamic identity. This study recommends strengthening institutional support and the sustainability of similar work models in other campus environments.
Co-Authors Amalia Tasya Jimmi Copriady Mahdum Muhammad Agus Saputra Mutia Mutmainah Nurul Fadhilah