Analysis of Social Skills in the Process Aspect of Differentiated Learning Methods for Grade 5 Elementary School Students
Analisis Keterampilan Sosial Pada Aspek Proses Metode Pembelajaran Berdiferensiasi Peserta didik Kelas 5 Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.9341Keywords:
Social Skills, Differentiated Learning, Independent Curriculum, Elementary School StudentsAbstract
This study explores the analysis of fifth-grade students’ social skills through differentiated learning at Kandangan Elementary School. Rooted in the Independent Curriculum, the research highlights the importance of student-centered approaches that nurture both academic and social development. Employing a descriptive qualitative method, data were collected through observations, interviews, and documentation. Findings indicate that teachers have implemented differentiated learning, mainly in content and product aspects. Students exhibited progress in social skills, especially empathy, cooperation, and emotional regulation. Nonetheless, challenges remain, including inconsistencies in social behavior, unequal distribution of individual responsibilities, and limited application of differentiation in both learning processes and classroom environments. These issues underscore the necessity for teachers to deepen their understanding of holistic differentiation practices. A more comprehensive implementation is expected to maximize the positive influence of differentiated learning on students’ social skill development, ensuring both consistency and sustainability in their interpersonal growth.
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