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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran
Renata Elsinta
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Education Languange, Linguistic, Communication & Media Mathematics 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.
PERAN GURU DALAM MENGEMBANGKAN LITERASI MEMBACA SISWA DI SEKOLAH DASAR DI KELURAHAN SUNYARAGI Muallipah; Renata Elsinta; Suherli Kusmana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58099

Abstract

Reading literacy plays a crucial role in supporting cognitive growth and student learning success at the elementary school level. However, students' interest in reading and their literacy habits still face several challenges. This study aims to explain the role of teachers in improving students' reading literacy in Sunyaragi Village. This study used a qualitative approach with descriptive methods. Data were collected through semi-structured interviews and documentation with six elementary school teachers selected using a purposive sampling technique. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The research findings indicate that teachers play a strategic role as facilitators, motivators, guides, evaluators, and drivers of a culture of literacy through classroom learning activities, reading habit programs, and the use of learning media. In general, students' reading ability is in the fairly good category, although several obstacles remain, such as low interest in reading, high use of gadgets, lack of reading habits at home, and difficulty in understanding reading content. Teachers address these issues through extra mentoring, literacy enrichment activities, and ongoing evaluation of reading development. This research indicates that developing effective reading literacy requires collaboration between teachers, schools, and parents to build a sustainable literacy culture in elementary education.
Co-Authors Ameliya, Nurlaila Zulfa Muallipah Nur’Aliya, Naila Suherli Kusmana Suherli Kusmana, Suherli