Differentiated Instruction Analysis Based on Students’ Learning Styles
Keywords:
Differentiation; Learning Style; InstructionAbstract
Differentiated instruction is a student-centered approach and represents one of the key principles of the Merdeka Curriculum. Each student has a distinct learning style, which refers to how they absorb, understand, and process information. This study aims to analyze the implementation of differentiated instruction based on students’ diverse learning styles. This study was a qualitative survey with descriptive analysis. Data were collected through classroom observations to examine teaching practices, questionnaires to identify students’ learning styles, interviews to explore teachers’ perspectives, and documentation to support and validate the findings. The subjects of the study were 27 fourth-grade students of SDN Wonosari 01, Class IV B. The results show that 15 students have a visual learning style, 7 have an auditory learning style, and 5 have a kinesthetic learning style. These differences highlight the importance of applying instructional strategies that align with students’ characteristics. By adjusting teaching methods, teachers can improve the effectiveness of the learning process and support the achievement of educational objectives. The findings are expected to serve as a reference for lesson planning and as a practical example for other schools in implementing differentiated instruction.
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