EKSPLORASI PRAKTIK PEMBELAJARAN BERDIFERENSIASI DALAM MENGAKOMODASI KEBERAGAMAN KEMAMPUAN LITERASI SISWA PADA MATA PELAJARAN BAHASA INDONESIA

Abstract

This study aims to explore differentiated learning practices in accommodating the diversity of students’ literacy abilities in Indonesian language instruction at SMA Islam Al Adib, Pandeglang Regency. This study employs a qualitative approach with a case study design. The research participants consist of Indonesian language teachers and students purposively selected to represent different levels of literacy ability. Data are collected through classroom observations, semi-structured interviews, and documentation, and are analyzed through data condensation, data display, and conclusion drawing and verification. Based on the data, students’ literacy abilities are classified into three categories: well-developed (25%), meeting expectations (45%), and requiring further support (30%). The study also indicates a change in the average literacy score from 54.6 to 75.8 following the implementation of differentiated learning. Differentiated learning practices are reflected in three main aspects: content differentiation, which involves providing reading materials with varying levels of complexity; process differentiation, which involves guidance and group discussions; and product differentiation, which provides students with alternative formats for completing literacy-related tasks. These findings suggest that differentiated learning has the potential to create learning experiences that are more responsive to students’ needs, readiness levels, and individual characteristics. Therefore, differentiated learning can serve as a pedagogical approach to supporting the development of students’ literacy abilities in a more inclusive learning environment.