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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Meliana Br Gultom
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IMPLEMENTASI PEMBELAJARAN DIFERENSIASI BAGI SISWA BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI DI SEKOLAH DASAR: Indonesia Parningotan Siagian, Yosua Marasi; Binsar Tison Gultom; Meliana Br Gultom; Bernard Simanjuntak; Rindu Erwin S.M. Marpaung
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42605

Abstract

This study aims to analyze the implementation of differentiated instruction for students with special needs in an inclusive elementary school, specifically at SD Swasta YP HKBP Pematangsiantar. The research employed a qualitative approach using a case study design to obtain an in-depth understanding of how differentiated instruction is applied in real classroom settings. The research participants included the school principal, classroom teachers, special assistant teachers, and students with special needs as observation subjects. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data reduction, data display, and conclusion drawing. The findings reveal that differentiated instruction was implemented through adaptations in content, process, product, and assessment. Teachers designed adaptive lesson plans with tiered learning objectives, simplified worksheets, scaffolding strategies, and flexible learning time for students with special needs. Collaboration between classroom teachers and special assistant teachers played a significant role in supporting effective implementation. Individualized approaches and motivational reinforcement also contributed to improving students’ participation and self-confidence. However, several challenges were identified, including limited professional training, administrative workload, and teacher–student ratio. The study concludes that differentiated instruction serves as an effective pedagogical strategy in promoting inclusive education that is responsive to student diversity.
Penerapan Cerita Rakyat Dalam Meningkatkan Keterampilan Menulis Pada Pembelajaran Bahasa Indonesia Sebagai Wujud Cinta Budaya Bangsa Meliana Br Gultom; Marasi Parningotan Siagian, Yosua; Ronaldus Silalahi , Hizkia; Sembiring, Rina; Munthe, Dea; Christina, Loise
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60292

Abstract

Folklore is one of the nation's cultural heritages that contains moral, social, and cultural values which can be utilized as a learning medium in Indonesian language education. The use of folklore in the learning process aims not only to improve students' language skills but also to foster a sense of love for the nation's culture. This article aims to describe the implementation of folklore in improving writing skills in Indonesian language learning as a manifestation of love for the nation's culture. The method employed in this study is a library research approach by reviewing various relevant sources, including scientific journals, books, and scholarly articles related to folklore-based learning, writing skills, and culture-based character education. The findings indicate that the implementation of folklore in the learning process can enhance students' ability to develop ideas, organize written texts, enrich vocabulary, and improve writing creativity. Furthermore, folklore plays an important role in instilling character values, strengthening national identity, and fostering appreciation and love for the nation's cultural heritage. Therefore, folklore can serve as an effective alternative learning medium to improve writing skills while simultaneously developing students' cultural awareness and character.
Co-Authors Bernard Simanjuntak Christina, Loise Gultom, Binsar Tison Izmawal Pebriani Nasution Marasi Parningotan Siagian, Yosua Mastari Ramadhani Muji Endah Palupi, Muji Endah Mulkan Andika Situmorang Munthe, Dea Parningotan Siagian, Yosua Marasi Rindu Erwin S.M. Marpaung Ronaldus Silalahi , Hizkia Sembiring, Rina