Differentiated Instruction Approach On Natural Science Lesson For Slow Learners At Inclusive Primary School

摘要

The objective of this research is to find out the differentiated instruction approach found in Natural Science lesson for slow learners at inclusive primary schools by considering the following things: 1) Assessment and prevalence of slow learners of other Special Need Children types, 2) curriculum use, 3) lesson plan, 4) learning implementation, and 5) learning evaluation. This research utilized qualitative research type. The research setting was at State 30 Primary School Palembang, Indonesia. The research subjects were: headmaster, teacher, and students. The data collection techniques were observation, interview, and documentation. The data analysis utilized data reduction and presentation, and conclusion drawing. The data validation test utilized triangulation method. Based on the result, differentiated instruction approach on Natural Science for slow learners at inclusive primary schools which was carried out at State 30 Primary School Palembang as the national inclusive education model school, it is found that: 1) the assessment is done independently and has not cooperated with the regional education service or psychological experts. The result shows that the highest prevalence of slow learners is 55.65%. 2) The curriculum utilizes combination between KTSP and curriculum 2013 which are still classical and do not have special modification; 3) the Lesson Plan utilized by the teacher is classical and has not been modified based on the students’ need and diversity; 4) the Learning Implementation utilize peer tutor strategy with affection, dynamical grouping and intensive communication with parents related to the slow learners’ learning development through WhatsApp or meeting with the students’ guardian; and 5) the Learning Evaluation uses authentic evaluation and additional task as the remedial substitute.