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      "abstract": "This research is motivated by the condition of differentiated learning groups in \r\ninclusive classes, thus requiring the importance of preparedness in planning, \r\nimplementation, evaluation, and the formation of tolerance among students. Based \r\non a preliminary study through a diagnostic assessment, the diversity of learning \r\nstyles was mapped, consisting of 6 auditory students, 14 visual students, and 20 \r\nkinesthetic students. Based on this urgency and data, this study aims to describe the \r\nimplementation of these four aspects in differentiated learning in inclusive classes \r\nat SDN Karundang 1, Serang City. This study used a qualitative approach with \r\ndescriptive methods. Data were collected through interviews, observations, and \r\ndocumentation, with the researcher as the main instrument. The results showed that \r\nlearning plans were systematically prepared based on the initial diagnostic \r\nassessment, which included determining learning objectives, determining learning \r\nmodels, determining learning media, and planning assessments. This planning still \r\nrefers to uniform learning outcomes for all students, but provides differentiation in \r\nthe process and product according to individual readiness. The implementation of \r\nlearning is flexible with the application of a variety of methods, media, and forms \r\nof assignments that are adjusted without lowering competency standards. \r\nComprehensive evaluations are conducted through cognitive tests and daily \r\nreflections to monitor students' emotional engagement. Furthermore, a positive \r\nattitude of tolerance and social awareness is fostered among students, \r\ndemonstrated through natural interactions and acceptance of their inclusive peers. \r\nThus, differentiated learning is a crucial strategy for achieving equitable, inclusive, \r\nand meaningful education for all students.",
      "metadata_visibility": "show",
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          "name": {
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            "family": "JAMALUDIN",
            "honourific": null,
            "given": "UJANG"
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            "lineage": null,
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            "given": "Reva Nakhwa",
            "lineage": null,
            "family": "Dhiya",
            "honourific": null
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      "dir": "disk0\/00\/05\/99\/09",
      "full_text_status": "restricted",
      "uri": "http:\/\/eprints.untirta.ac.id\/id\/eprint\/59909",
      "type": "thesis",
      "thesis_name": "sarjana",
      "rev_number": 26,
      "userid": 21297,
      "note": "Penelitian ini dilatarbelakangi oleh kondisi rombongan belajar berdiferensiasi di dalam \r\nkelas inklusi, sehingga menuntut pentingnya kesiapan perencanaan, penerapan, evaluasi, \r\nserta pembentukan sikap toleransi antar peserta didik. Berdasarkan studi pendahuluan \r\nmelalui asesmen diagnostik, dipetakan keberagaman gaya belajar yang terdiri dari 6 peserta \r\ndidik auditori, 14 visual, dan 20 kinestetik. Berpijak dari urgensi dan data tersebut, \r\npenelitian ini bertujuan untuk mendeskripsikan implementasi keempat aspek tersebut pada \r\npembelajaran berdiferensiasi di kelas inklusi SDN Karundang 1 Kota Serang. Penelitian ini \r\nmenggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui \r\nwawancara, observasi, dan dokumentasi, dengan peneliti sebagai instrumen utama. Hasil \r\npenelitian menunjukkan bahwa perencanaan pembelajaran disusun secara sistematis \r\nberdasarkan asesmen diagnostik awal, yang meliputi penentuan tujuan pembelajaran, \r\npenentuan model pembelajaran, penentuan media pembelajaran, serta perencanaan \r\nasesmen. Perencanaan ini tetap mengacu pada capaian pembelajaran yang seragam bagi \r\nseluruh peserta didik, namun memberikan diferensiasi pada proses dan produk sesuai \r\nkesiapan individu. Pelaksanaan pembelajaran berlangsung fleksibel dengan penerapan \r\nvariasi metode, media, serta bentuk tugas yang disesuaikan tanpa menurunkan standar \r\nkompetensi. Evaluasi dilakukan secara menyeluruh melalui tes kognitif dan refleksi harian \r\nuntuk memantau keterlibatan emosional peserta didik. Selanjutnya, terbangun sikap \r\ntoleransi dan kepedulian sosial yang baik antar peserta didik, yang ditunjukkan melalui \r\ninteraksi dan penerimaan natural terhadap teman inklusinya. Dengan demikian, \r\npembelajaran berdiferensiasi menjadi strategi krusial dalam mewujudkan pendidikan yang \r\nadil, inklusif, dan bermakna bagi seluruh peserta didik.",
      "institution": "UNIVERSITAS SULTAN AGENG TIRTAYASA",
      "status_changed": "2026-04-21 08:31:52",
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        "FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN",
        "PENDIDIKAN GURU SEKOLAH DASAR"
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      "eprint_status": "archive",
      "department": "PENDIDIKAN GURU SEKOLAH DASAR",
      "pages": 323,
      "title": "STUDI KASUS PRAKTIK PEMBELAJARAN BERDIFERENSIASI PADA \r\nKELAS INKLUSI DI SDN KARUNDANG 1 KOTA SERANG",
      "eprintid": 59909
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