Analysis of Differentiated Learning Strategies in Meeting the Learning Needs of Elementary School Students

Differentiated learning is one of the important strategies in answering the increasingly complex challenges of basic education, especially in the context of the Independent Curriculum which emphasizes the flexibility and diversity of students. This study aims to analyze the application of differentiated learning strategies in meeting the learning needs of students at the elementary school level, focusing on planning, implementation, and their impact on student motivation and learning outcomes. A descriptive qualitative approach was used in this study, with data collection techniques in the form of classroom observations, in-depth interviews with one homeroom teacher and two grade VI students, and study of learning documents. The data is analyzed through the process of reduction, presentation, and inductive conclusions. The results of the study show that differentiated learning that includes the differentiation of content, processes, and products is able to improve students' active participation, confidence, and academic achievement, especially when strategies are tailored to each student's learning style such as visual, auditory, and kinesthetic. However, the implementation of this strategy faces challenges in the form of time constraints and the need for complex planning. The conclusion of this study confirms that differentiated learning contributes significantly to improving the quality of the teaching and learning process in elementary schools and provides a practical basis for the development of a more inclusive, adaptive, and student-centered pedagogical approach, as well as enriching theoretical studies in the field of basic education.