Enhancing Indonesian Language Proficiency Through Differentiated Instruction in Madrasah Ibtidaiyah Kalapasawit

Abstract

This Classroom Action Research (CAR) aims to explore the effectiveness of differentiated instruction in enhancing Indonesian language proficiency among students at Madrasah Ibtidaiyah Kalapasawit. The study focuses on how tailored teaching methods can address the diverse learning needs, abilities, and interests of students, particularly in mastering Bahasa Indonesia, which is a core subject in the curriculum. The research was conducted in two cycles, each involving careful planning, implementation, observation, and reflection. Data was gathered through classroom observations, student performance assessments, and interviews with both teachers and students. The findings suggest that differentiated instruction significantly improves students' engagement, language comprehension, and overall proficiency in Bahasa Indonesia. By providing a variety of learning materials and activities that cater to individual learning styles, students were more motivated and confident in their language skills. Additionally, small group discussions and personalized assignments contributed to a deeper understanding of the language, allowing students to progress at their own pace. The study also highlights the importance of teacher flexibility and the need for continuous assessment to ensure that each student's learning needs are met effectively. This research demonstrates the potential of differentiated instruction as an effective pedagogical strategy in Islamic primary schools, offering valuable insights for improving language education in Madrasah Ibtidaiyah settings. The findings have broader implications for the development of more inclusive, student-centered teaching practices that support the diverse learning needs of students.