Differentiated Instruction in Second-Grade Indonesian Language Learning at a Madrasah Ibtidaiyah

Abstract

Differences in student ability are common in elementary classrooms, yet many teachers still rely on uniform instruction that does not accommodate this diversity, particularly in early-grade Indonesian language learning. This study aimed to describe how second-grade teachers at MI Miftahussaadah implement differentiated instruction (DI) to accommodate ability differences, focusing on how they identify students' readiness and how they differentiate content, process, and product. A qualitative descriptive design was used, with second-grade teachers as the primary subjects and second-grade students as secondary subjects, selected through purposive sampling. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, with triangulation used to establish data trustworthiness. The findings show that teachers identified student readiness mainly through direct observation of reading and writing ability, then translated this diagnosis into leveled texts, varied instructional methods, structured peer tutoring, and tasks whose difficulty and feedback were matched to each student's ability. Of the 24 students categorized, most were classified as fluent or adequate in reading and writing, while a smaller group required intensive assistance. Differentiated instruction was associated with greater student engagement, motivation, and confidence, although teachers faced challenges related to ability heterogeneity, limited instructional time, and inadequate facilities. These findings suggest that differentiated instruction can be meaningfully implemented in resource-constrained elementary settings to support more inclusive, student-centered Indonesian language learning.