Differentiated Instruction For Enhancing Literacy And Numeracy At SD Muhammadiyah Plus Probolinggo

Abstract

This study aims to analyze the implementation of differentiated learning in improving students' literacy and numeracy in SD Muhammadiyah Plus Probolinggo. The research uses a qualitative approach with a case study design. Data were collected through classroom observation, semi-structured interviews with teachers and students, and open-ended questionnaires, then analyzed using reflexive thematic analysis. The results showed that differentiated learning was implemented through four main mechanisms, namely identification of students' learning readiness, differentiation of learning processes, adjustment of literacy and numeracy activities, and provision of formative feedback on an ongoing basis. Teachers used diagnostic assessments and observation of student development as the basis for determining the difficulty level of tasks, flexible grouping, scaffolding forms, and enrichment. In literacy learning, differentiation is carried out through variations in the difficulty level of text, vocabulary, and question types, while in numeracy learning it is carried out through variations in the complexity of the problem, the use of concrete media, visual representation, and gradual support in problem solving. The findings also show that differentiation contributes to students' learning engagement, confidence, independence, reading comprehension, and problem-solving ability. The novelty of this research lies in the conceptualization of differentiated learning as an adaptive pedagogical system that links student needs mapping, instructional decisions, and formative evaluation cyclically in the context of Islamic basic education. This research provides practical implications for teachers and schools in designing literacy and numeracy learning that is more responsive to student diversity.