Implementation of Differentiated Learning in Public Elementary Schools in North Banggai District
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Abstract
This study examines the implementation of differentiated learning in public elementary schools in North Banggai District. Differentiated learning is essential to address student diversity in abilities, backgrounds, language, and motivation. The study aims to provide a comprehensive overview of its implementation and school readiness. A quantitative descriptive explanatory design was employed. Data were collected through questionnaires, interviews, documentation, and observation, then analyzed using descriptive percentage techniques. The respondents included principals, teachers, and support staff. The findings show that the implementation of differentiated learning is categorized as good. Curriculum planning scored 82.1%, teacher understanding and commitment 84.7%, facilities and infrastructure 81.5%, monitoring and evaluation 85.7%, and student abilities 85.6%. Overall, public elementary schools in North Banggai District demonstrate good readiness and performance in implementing differentiated learning.
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