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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Yuni Ma’idah
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STRATEGI PEMBELAJARAN TERDIFERENSIASI UNTUK SISWA SLOW LEARNER DALAM SETTING PENDIDIKAN INKLUSI Yuni Ma’idah; Setianingsih; Ratna Ekawati; Slamet Arifin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37126

Abstract

This study is driven by the need for instructional approaches that accommodate diverse student abilities in inclusive classrooms, particularly for slow learners. The research aims to describe the implementation of differentiated instruction strategies and analyze supporting factors, challenges, and their impact on the academic and socio-emotional development of slow learners at SDN Dermo 1 Bangil. A qualitative case study design was employed, with data collected through observation, interviews, and documentation, and analyzed thematically. The findings reveal that differentiation in content, process, and product enhances active participation, self-confidence, and learning outcomes among slow learners. Teachers play a crucial role in adapting instructional strategies based on students’ readiness and learning styles. This study contributes theoretically to strengthening adaptive learning practices in inclusive education and offers practical recommendations for teachers to create responsive and equitable learning environments that support individual learning needs.
PEMBELAJARAN BERBASIS ETIKA ILMIAH UNTUK PENGUATAN KARAKTER SISWA SD Yuni Ma’idah; Naning Tyas Ayu Hera Warsito; Muhamad Candra Ari Nata; Siti Mas’ula; Slamet Arifin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37985

Abstract

This article examines the implementation of scientific ethics–based learning as a strategy to strengthen the character of elementary school students. Scientific ethics refers to principles of honesty, objectivity, responsibility, and respect for human dignity that guide learning practices. The study employs a descriptive qualitative approach through interviews, classroom observations, and document analysis to describe how teachers apply ethical values in teaching. The findings show that teachers integrate scientific ethics through objective assessment, fair guidance, inquiry-based learning, and ethical use of technology. Teachers also adapt learning strategies for students with diverse abilities to ensure fairness and respect for student dignity. The study concludes that scientific ethics–based learning strengthens student character, enhances classroom interactions, and supports teachers in making humane and responsible pedagogical decisions. The results highlight the need for teacher training, integrity-oriented school policies, and strengthened ethical digital literacy in elementary education
Co-Authors Muhamad Candra Ari Nata Naning Tyas Ayu Hera Warsito Ratna Ekawati Setianingsih Siti Mas’ula Slamet Arifin