Implementasi pembelajaran berdiferensiasi dalam peningkatan keterampilan menulis teks narasi siswa sekolah menengah pertama

Abstract

The differentiated instruction approach is one of the learning tactics in the Independent Curriculum, developed to accommodate the diversity of students' characteristics, readiness levels, interests, and personal learning styles. Although numerous studies have addressed this topic, existing publications are generally fragmented and do not provide a comprehensive overview of its effectiveness in enhancing students' writing skills at the junior high school level. This study aims to integrate empirical findings regarding the application of the differentiated model to improve junior high school students' writing skills through a Systematic Literature Review (SLR) approach. This literature search was carried out using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 protocol standards. The academic document search was carried out using four reputable database portals: Google Scholar, ERIC, Scopus, and GARUDA. Referring to the screening stage using PICOS criteria and Quality Assessment (QA), 24 scientific articles that passed the inclusion indicators were collected and then analyzed using a qualitative descriptive approach. The synthesis of findings indicates that the implementation of differentiated learning is carried out through modifications to the material (content), classroom activities (process), and work output (product) aligned with the learning needs of each student. This intervention has been proven to positively contribute to strengthening writing skills, the quality of written work, internal motivation, activeness, and emotional engagement of students throughout academic activities. A key factor in the success of this program lies in the competence of educators in mapping student learning profiles, determining relevant learning tactics, and optimizing a variety of teaching media. Conversely, limited time, high disparities in student abilities, and limited school infrastructure remain major obstacles to its implementation. Overall, this research concludes that the differentiated learning model acts as an effective instrument in facilitating the improvement of junior high school students' writing performance, while also providing recommendations for teachers to develop more adaptive, inclusive, and student-centered classroom scenarios.