<![CDATA[This study aims to analyze the application of scaffolding strategies in teaching writing to elementary school students with heterogeneous abilities. This study used a qualitative approach with descriptive methods to obtain an in-depth overview of the learning process taking place in the classroom. The research subjects consisted of teachers and students involved in writing learning activities. Data collection techniques were conducted through observation, interviews, and documentation, while data analysis utilized the stages of data reduction, data presentation, and drawing conclusions. The results showed that the implementation of scaffolding strategies significantly improved students' writing skills. Teachers provided gradual support through providing sample texts, discussing ideas, developing writing outlines, and providing feedback throughout the writing process. This support was tailored to the students' ability levels and gradually reduced to encourage independent learning. Furthermore, this strategy also increased student engagement, motivation, and confidence in writing. Students who previously struggled to develop ideas became more active and able to organize their writing systematically. The findings of this study indicate that scaffolding strategies are effective in accommodating differences in student abilities and creating more inclusive and student-centered learning. Therefore, this strategy can be used as a relevant learning alternative for improving writing skills in elementary schools.]]>
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