TEACHER STRATEGIES IN THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN SCIENCE AND SOCIAL STUDIES LEARNING
DOI:
https://doi.org/10.58988/almubtadi.v3i2.875Keywords:
Teacher Strategis, Different Learning, IPAS LearningAbstract
This reserch is motivated by the importace of implementing differentiated learning to meet the diverse leraning needs of students in grade 5B at MIN 2 Sidoarjo. The issue was further discussed using Dreikurs’ theory to identify the underlying factors. The main problem in this study concerns the difficulties faced by teachers due to age, time constraints, and the complexity of implementing differentiated instruction. This research aims to describe the strategies used by teachers in applying differentiated learning and to identify the challenges and their impact on students’ learning motivation in Grade 5B. The study employed a qualitative descriptive approach through teacher interviews and classroom observations, adapted from the Designer 9 Model of Teaching and Learning. The findings reveal that teachers have implemented CIS and CIP strategies by engaging students in groups categorized as high, middle, and low achievers, which positively influenced students’ motivation and participation, particularly among kinesthetic and visual learners. However, the implementation of COP and CSI remains suboptimal. The study concludes by recommending improved teacher preparation and stronger institutional support to enhance the effectiveness of differentiated learning practices in elementary madrasah settings.
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