ANALISIS PEMBELAJARAN BERDIFERENSIASI PADA MATA PELAJARAN MATEMATIKA KELAS II DI SD MUHAMMADIYAH 9 PANGLIMA SUDIRMAN MALANG

This study aims to describe the analysis of differentiated instruction in second-grade mathematics at SD Muhammadiyah 9 Panglima Sudirman in Malang. The study employed a descriptive qualitative approach through observation, interviews, and documentation. The results of the study indicate that differentiated instruction is implemented by adapting the content, process, and support to meet the needs of both regular students and students with special needs. Needs analysis is conducted based on students’ readiness, abilities, and characteristics, thereby making learning more meaningful and tailored to their needs. However, its implementation still faces challenges such as differences in students’ abilities and limitations in the support provided.
This study employed a qualitative, descriptive approach and was conducted at SD Muhammadiyah 9 Panglima Sudirman in Malang during the second semester of the 2023/2024 academic year. Data were collected through observation, interviews, and documentation, with second-grade homeroom teachers serving as the primary data sources. Data analysis was conducted through data reduction, data presentation, and drawing conclusions, while data validity was ensured through source triangulation and method triangulation.
The research findings indicate that differentiated instruction in second-grade mathematics has been implemented through differentiation in content, process, products, and the learning environment. Educators adapt the material, learning processes, and assessments to the abilities of both regular students and students with special needs. The implementation of instruction is supported by collaboration between classroom teachers and special education teachers, flexibility in learning, and the positive development of students with special needs. However, there are challenges, including differences in student abilities, limited time for special education teacher support, and difficulties students with special needs face in maintaining concentration during regular instruction.