The Impact of Problem-Posing Strategies on Differentiated Natural Science Instruction for Slow Learners

Arifatun Khoirun Nisa; Ika Maryani

doi:10.56741/pbpsp.v4i02.885

Authors

Arifatun Khoirun Nisa Universitas Ahmad Dahlan
Ika Maryani
ika.maryani@pgsd.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0002-7154-2902

DOI:

https://doi.org/10.56741/pbpsp.v4i02.885

Keywords:

Differentiated Learning, Learning Strategies, Natural science, Slow Learner, Students

Abstract

This study aims to explore the implementation of differentiated natural science instruction for slow learner students at Giwangan Elementary School (a public school in Yogyakarta) as part of an effort to promote an inclusive and adaptive educational environment. A qualitative research approach was employed, involving classroom observations, semi-structured interviews with teachers and support staff, and document analysis to gather comprehensive data on instructional practices. The results indicate that teachers conducted diagnostic assessments to determine individual learning needs, which guided the development of tailored teaching modules utilizing visual media such as images, educational videos, and flashcards. Instruction was delivered through personalized and interactive strategies, supported by classroom and shadow teachers. Evaluations were adapted accordingly, with standard written assessments for regular students and image-based tests for slow learner students. The findings suggest that the success of differentiated instruction is closely tied to teacher competency, the involvement of Special Assistant Teachers, and the principal’s inclusive policies. However, the study also identifies key challenges, including limited preparation time for lesson adaptation, a shortage of support personnel, and budgetary limitations that affect access to adequate learning resources. In conclusion, differentiated learning strategies can effectively support slow learner students when implemented collaboratively and systematically. The implication of this study is the need for increased institutional support, targeted teacher training, and policy reinforcement to sustain inclusive practices and ensure equitable learning outcomes for all students.

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Author Biographies

Arifatun Khoirun Nisa, Universitas Ahmad Dahlan

is an undergraduate student at Universitas Ahmad Dahlan (UAD), Yogyakarta, Indonesia. She has a strong interest in inclusive education and differentiated learning strategies. She is actively engaged in academic activities and research focusing on implementing learning methods for slow learner students in elementary schools. (email: arifatun2100005014@webmail.uad.ac.id).

Ika Maryani, Universitas Ahmad Dahlan

is an Associate Professor at the Department of Doctoral Program in Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan (UAD), Yogyakarta, Indonesia. In 2022, she obtained her doctoral degree in educational studies, focusing on science education. Her research interests lie in teacher education, science education, higher education, and learning innovation. Her works have been published in books, articles, and proceedings at the national and international levels. (email: ika.maryani@pgsd.uad.ac.id).

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