Enhancing Indonesian Language Skills through Differentiated Instruction at MIN 1 Ternate: Tailoring Learning to Diverse Student Needs

Abstract

This study aims to enhance students' Indonesian language skills at MIN 1 Ternate by implementing the Differentiated Instruction model. Differentiated Instruction (DI) is an approach that tailors teaching methods to meet the diverse needs, interests, and abilities of students, enabling them to achieve better learning outcomes. In Indonesian language education, where students' levels of proficiency can vary significantly, DI provides an opportunity to address these differences by offering customized learning experiences. The research adopts a Classroom Action Research (CAR) design, conducted over two cycles, involving students from grades 4 and 5. Data were collected through observations, student assessments, and teacher feedback. The results demonstrate that the Differentiated Instruction model significantly improved student engagement, comprehension, and overall language proficiency. Students showed increased motivation and were able to participate more actively in learning activities, such as reading, writing, and speaking exercises. Teachers also reported that DI allowed them to better manage diverse student needs and provided a more inclusive classroom environment. The study concludes that Differentiated Instruction is an effective teaching strategy for enhancing Indonesian language learning at MIN 1 Ternate. By offering flexible and personalized learning experiences, DI not only improves students' language skills but also fosters a more engaging and supportive classroom atmosphere.