Teachers' Strategies in Implementing Differentiated Learning to Accommodate the Diversity of Literacy Abilities of Elementary School Students

Abstract

This study aims to describe teachers' strategies in implementing differentiated learning to accommodate the diversity of literacy abilities of elementary school students. The low literacy achievement of Indonesian students, which is reflected in the results of PIRLS, PISA, and AKM, as well as the heterogeneity of reading ability in one class, are the main background of this study. The research uses a qualitative approach with a case study type. Data collection techniques include semi-structured interviews, participatory observation, and documentation. Participants consisted of six classroom teachers, two principals, and one school supervisor who were selected using purposive and snowball sampling techniques. Data analysis used the Miles and Huberman interactive model. The findings of the study show four main strategies of teachers: (1) diagnostic assessment as the foundation of differentiation planning, (2) flexible grouping based on literacy readiness, (3) variation of literacy content and learning process, and (4) product differentiation and adaptive evaluation. These findings confirm the integration of Tomlinson's differentiated learning model with Vygotsky's Zone of Proximal Development theory in the context of Indonesian elementary school literacy. Practical implications suggest that differentiated learning can be implemented with simple strategies, but requires systemic support in the form of training, learning materials, and flexibility of assessment policies. Further research is recommended to conduct multi-site studies, dig into student perspectives, and conduct longitudinal research.