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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Intensive Journal
Winindyasari Palupi, Tri
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Languange, Linguistic, Communication & Media Other

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The Implementation of Differentiated Learning in English Teaching in Junior High Schools Hermaniar, Yulieda; Fahmi Mubaraq, Yasyir; Winindyasari Palupi, Tri; Rusdiana, Ida
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.20108

Abstract

The implementation of Kurikulum Merdeka in Indonesia emphasizes flexibility and essential learning materials to develop students' competencies and characters. Therefore, since 2022, all teachers are required to adapt student-centered learning methods in their teaching process. One of the proposed methods is differentiated learning that allows students to be recognized based on their learning preparation, learning interests and learning profiles. As regulation, teachers are required to create student profiles using various instruments to map students and become the basis of differentiated learning. When differentiated learning is implemented in Indonesia with various backgrounds both cultural and learning styles, teachers face new challenges. Therefore, this study was conducted to review the application of differentiated learning methods as part of the implementation of Kurikulum Merdeka. Observation is carried out by filling out an Observation Form that focuses on the application of differentiated learning based on the accuracy of content, process, and product. Interviews were also used to clarify the findings. Qualitative data obtained through the two methods were analyzed descriptively by following the stages proposed by Cresswell, namely transcribing, coding and classifying, interpreting, and drawing conclusions. The results showed the implementation of differentiated learning in public secondary schools in Tapin Regency. The implementation of differentiated learning is at the pre-learning stage, during learning, and at the evaluation stage.  
ANALISIS KESULITAN MEMBACA PERMULAAN SISWA KELAS 1 SDN HABAU HULU KECAMATAN BANUA LAWAS KABUPATEN TABALONG Azizah, Nor; Winindyasari Palupi, Tri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62945

Abstract

Early reading is a fundamental skill that elementary school students must master as a basis for understanding various learning materials. However, in practice, some students still experience reading difficulties, which affects the classroom learning process. This study aims to describe the forms of early reading difficulties and analyze the factors influencing these difficulties among first-grade students at SDN Habau Hulu, Banua Lawas District, Tabalong Regency. The study employs a qualitative approach using a descriptive method. The research subjects consisted of one first-grade teacher and five students selected via purposive sampling based on the severity of their reading difficulties. Data were collected through observation, interviews, and documentation, then analyzed using the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the forms of early reading difficulties include an inability to recognize letters with similar shapes, difficulty spelling syllables, an inability to combine syllables into meaningful words, mispronunciation of certain letter sounds, and a tendency to guess words without paying attention to the full sequence of letters. The factors influencing these difficulties comprise both internal and external factors. Internal factors include low concentration, easily distracted attention, a tendency to get bored quickly, and anxiety when reading in front of peers. Meanwhile, external factors include a lack of parental guidance in fostering reading habits at home, limited time for family study sessions due to work commitments, and high levels of gadget usage, which reduce students' interest in and time for practicing reading. These findings suggest that addressing early reading difficulties requires collaboration among teachers, parents, and the learning environment to ensure students' reading skills develop optimally.
Co-Authors Fahmi Mubaraq, Yasyir Ida Rusdiana Nor Azizah, Nor Yulieda Hermaniar