The Effectiveness of the Implementation of Differentiated Learning in Improving the Learning Outcomes of Students with Special Learning Needs in Elementary Schools

Abstract

This study aims to comprehensively evaluate the effectiveness of the implementation of differentiated learning in improving the learning outcomes of students with special learning needs in elementary schools. In this study, experimental quantitative research methods will be used carefully and accurately to ensure the validity and reliability of the results. We will describe in detail the population and sample of our research to ensure the validity and reliability of this research. In addition, in-depth data analysis will be carried out along with robust hypothesis testing. In doing so, we will provide a comprehensive and detailed description of the significant differences between the learning outcomes of students who participate in differentiated learning and students who do not participate in differentiated learning. Hopefully, this research can make a meaningful contribution to the development of inclusive education in elementary schools which can later be reflected in the increase in students' active participation in the teaching and learning process as well as increasing their confidence and motivation to learn. The implications of this research are expected to enrich knowledge and understanding of effective learning strategies for students with special learning needs. This research can also provide practical information and recommendations to teachers and school staff in designing and implementing learning that is in accordance with the needs and characteristics of students with special learning needs in an inclusive classroom. In addition, the results of this study are expected to motivate related parties, such as policymakers in the field of education, to strengthen and support the implementation of differentiated learning models more.