<![CDATA[This study aims to examine the effectiveness of differentiated instruction based on cooperative learning in reducing learning loss among elementary school students. Learning loss remains an educational challenge in Indonesia, influenced by low parental involvement, socio-economic limitations, unequal access to education, and unsupportive learning environments, which in turn affect students’ academic achievement, learning motivation, and social skills. This study employed a Systematic Literature Review (SLR) method with a qualitative approach through the processes of collecting, reviewing, and synthesizing various literature sources relevant to differentiated instruction, cooperative learning, and learning loss at the elementary school level. The analyzed literature was drawn from national and international journals that discuss the implementation of adaptive and collaborative learning strategies. The findings indicate that cooperative learning is able to enhance social interaction, collaboration, and active student engagement in the learning process, while differentiated instruction enables teachers to adjust learning content, processes, and products according to students’ needs, readiness levels, and individual characteristics. The integration of these two approaches has been proven effective in increasing learning motivation, student participation, self-confidence, and equity in learning outcomes, thereby making a significant contribution to reducing learning loss and supporting learning recovery in elementary schools.]]>
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