Differentiated Learning Activities: How Does Its Impact on Students’ Literacy?

Sri Dewi Nirmala, Universitas Terbuka, Indonesia
Fery Muhamad Firdaus, Universitas Negeri Yogyakarta, Indonesia
Sendi Ramdhani, Universitas Terbuka, Indonesia
Andi Reza Hidayat, Universitas Negeri Yogyakarta, Indonesia
Fazilah binti Razali, Universiti Putra Malaysia, Malaysia

 10.21831/jpe.v13i1.74220

Abstract


Literacy skills were one of the 21st century abilities which have an essential function in preparing students to face various global demands and challenges which are characterized by advances in technology and information which are developing very rapidly and affecting all areas of human life. However, the literacy skills of elementary school students in Indonesia were still in the low category. This research aims to analyze the impact and activities of differentiated learning on elementary school students' literacy abilities. This research used mixed methods. The research design used was sequential explanatory design. Quantitative research was conducted to determine the survey results of the impact of differentiated learning activities on increasing literacy, while qualitative research was conducted to determine the results of interviews and observations of differentiated learning processes and activities on increasing elementary school students’ literacy. The research results showed that differentiated learning activities have a significant effect on elementary school students' literacy skills. Increasing students' literacy skills was influenced by various student activities according to each student's interests.


Keywords


differentiated learning activities; literacy; elementary school

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DOI: https://doi.org/10.21831/jpe.v13i1.74220

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