Pembelajaran Berdiferensiasi di Kelas Inklusi

Respon Akademik Anak Berkebutuhan Khusus dan Perkembangan Empati Siswa Reguler

Abstract

This study aims to describe the implementation of inclusive learning through the Differentiated Instruction approach in Grade II of SDN 12 Sarae, Bima City. The research was motivated by differences in learning abilities between regular students and students with special needs that were not fully accommodated through uniform teaching methods. This study used a descriptive qualitative approach with the classroom teacher as the main subject. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The results show that the implementation of inclusive learning through Differentiated Instruction allows teachers to adjust learning materials, processes, and assessments according to students’ needs and abilities. The teacher applied differentiation through simple learning media, individual assistance, and adjusted learning achievement targets for students with special needs. This approach positively impacted students’ academic and social development, increasing participation, understanding, and empathy among students. Although there are limitations in facilities and teacher training, this approach creates a more equitable and meaningful learning environment.