Strategi Diferensiasi LKPD oleh Guru di Kelas Heterogen SLB-B YPPALB Kota Magelang
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Published
May 23, 2026
Abstract
Teachers at SLB-B face challenges in serving students with diverse characteristics due to limited time, understanding, and learning resources; consequently, the use of standardized worksheets has not been able to meet individual learning needs and has resulted in suboptimal learning outcomes for students with different disabilities. This study aims to describe the worksheet differentiation strategies implemented by teachers in addressing student heterogeneity of students at SLB-B YPPALB Kota Magelang. The study employs a descriptive qualitative approach with subjects including an 11th grade teacher and three students with autism, non-verbal communication, and speech-hearing impairments. Data were collected through interviews, observations, and documentation. Data validity was achieved through tringulation techniques. The findings revealed that teachers implemented three forms of differentiation: content differentiation through variations in presentation formats and material difficulty levels; process differentiation through individual support, repeated instructions, and the use of concrete and visual media’ and product differentiation through variations in the forms of student work products based on students’ abilities. Students with autism receive differentiated instruction through the provision of high-complexity content and encouragement of more independent learning. Deaf students receive instruction focused on simplifying materials, intensive support, and fine motor skill training. Meanwhile, for students with speech and hearing impairments, differentiation in implementes thorugh visual aids and a more structured learning process. The learning products produced by each student demonstrate adjustments made to their abilities, needs, and learning characteristics. The implementation of these strategies has proven to create a more inclusive and adaptive learning environment that fosters student independence at SLB-B
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How to Cite
Mardiana, N. L. P., Rahmawati, F. and Chasanah, A. N. (2026) “Strategi Diferensiasi LKPD oleh Guru di Kelas Heterogen SLB-B YPPALB Kota Magelang”, Ranah Research : Journal of Multidisciplinary Research and Development, 8(3), pp. 2035-2046. doi: 10.38035/rrj.v8i3.2127.
References
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Geel, M. Van, Keuning, T., Frèrejean, J., Dolmans, D., Merriënboer, V., & Visscher, A. J. (2018). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 00(00), 1–17. https://doi.org/10.1080/09243453.2018.1539013
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Isnaniah, & Imamuddin, M. (2020). Students ’ Understanding of Mathematical Concepts Using Manipulative Learning Media in Elementary Schools. https://doi.org/10.1088/1742-6596/1471/1/012050
Jorge, D. P., Jiménez, M. del C. R., Mateo, E. A., & Gutiérrez, K. J. S. (2021). Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities. Education Sciences, 11, 1–17. https://doi.org/doi.org/10.3390/educsci11040187
King-Sears, M. E., Stefanidis, A., Berkeley, S., & Strogilos, V. (2021). Does co-teaching improve academic achievement for students with disabilities? A meta-analysis. Educational Research Review, 34(1), 1–20. https://doi.org/https://doi.org/10.1016/j.edurev.2021.100405
Lemon, L. L., & Hayes, J. (2020). Enhancing Trustworthiness of Qualitative Findings : Using Leximancer for Qualitative Data Analysis Triangulation. The Qualitative Report Volume, 25(3), 604–614.
Manga, T., & Masuku, K. P. (2020). Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators. South African Journal of Communication Disorders, 67(1), 1–7. https://doi.org/10.4102/SAJCD.V67I1.649
Mastoah, I., Saputri, D., & Aprilita, N. (2023). Implementasi Pendidikan Life Skill pada Sekolah Dasar Inklusif di Provinsi Banten. Journal on Education, 6(1), 2139–2146. https://doi.org/10.31004/joe.v6i1.3205
Miles, M. ., & Huberman, A. . (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Sage Publications.
Morgan, H. (2021). Conducting a Qualitative Document Analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091
Pawestri, E., & Zulfiati, H. M. (2020). Pengembangan Lembar Kerja Peserta Didik (LKPD) Untuk Mengakomodasi Keberagaman Peserta didik pada Pembelajaran Tematik Kelas II di SD Muhammadiyah Danunegaran. Trihayu: Jurnal Pendidikan Ke-SD-An, 6(3), 903–913.
Rasmitadila, Humaira, M. A., & Rachmatullah, R. (2025). Student teachers ’ perceptions of the collaborative relationships form between universities and inclusive elementary schools in Indonesia. F1000Research, 1–18. https://doi.org/doi.org/10.12688/f1000research.74999.1
Risdayanti, F., Masduki, M., & Rahmawati, D. (2025). The Role of the Principal in Implementing Data-Based Education Planning at Kindergarten. Edunesia : Jurnal Ilmiah Pendidikan, 6(2), 1055–1069. https://doi.org/10.51276/edu.v6i2.1273
Riskin, D. J., Monda, K. L., Gagne, J. J., Reynolds, R., Garan, A. R., Dreyer, N., Muntner, P., & Bradbury, B. D. (2025). Implementing Accuracy, Completeness, and Traceability for Data Reliability. JAMA Network Open, 8(3), 1–10. https://doi.org/10.1001/jamanetworkopen.2025.0128
Rodrigues, F. M., Rato, J. R., Mineiro, A., & Holmström, I. (2022). Unveiling teachers’ beliefs on visual cognition and learning styles of deaf and hard of hearing students: A Portuguese-Swedish study. PLoS ONE, 17(2 February), 1–20. https://doi.org/10.1371/journal.pone.0263216
Rumfot, S., Arnas, R., Muchtar, Y., & Wahyuddin, N. R. (2023). The Optimization of Teacher Performance Through The Quality of Principal Leadership in Public Senior High School . Journal on Education, 05(03), 7270–7275.
Setambah, M. A. B., Appalanaidu, S. R., Zaini, S. H., Othman, M. S., Ridwan, A., & Ibrahim, M. A. (2025). Differentiated instruction : A systematic literature review on implementation guidelines in mathematics education. International Journal of Advanced and Applied Sciences, 12(3), 101–108. https://doi.org/10.21833/ijaas.2025.03.011
Setambah, M. A. B., Saad, M. I. M., Md Ghazali, N. H. B. C., & Adnan, M. (2024). A comprehensive synthesis of differentiated instruction approaches in mathematics. Lumat: International Journal on Math, Science and Technology Education, 12(4), 1–18. https://doi.org/10.31129/LUMAT.12.4.2371
Suryati, I., Ratih, K., & Maryadi. (2024). How Can Teachers Tailor Success ? Innovative Strategies for Content , Process , and Product in EFL Classrooms. VELES Journal, 8(1), 150–162. https://doi.org/10.29408/veles.v8i1.24451
Taconet, A. V, Lombardi, A. R., Madaus, J. W., Sinclair, T. E., Rifenbark, G. G., Morningstar, M. E., & Langdon, S. N. (2024). Interventions Focused on Independent Living Skills for Youth With Intellectual Disability or Autism Spectrum Disorder. SAGE Journals, 47(1), 32–45. https://doi.org/10.1177/21651434231152200
Tamela, B., Bungai, J., & Kartiwa, W. (2020). Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya). Journal of Environment and Management, 1(2), 134–142. https://doi.org/10.37304/jem.v1i2.1750
Tas, H., & Minaz, M. B. (2024). The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course. SAGE Journals, 1–14. https://doi.org/10.1177/21582440241249290
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). In ASCD, Stefani Roth. http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf
Wahyuni, T., Eliasa, E. I., Jogjakarta, U. N., Learning, U. D., & Toleransi, M. (2025). Pendidikan Inklusif Dengan Universal Design For Learning (UDL) Untuk Meningkatkan Toleransi Anak Disabilitas pada SMP. Inspirasi Edukatif : Jurnal Pembelajaran Aktif, 6(1), 129–148.
Yavuz, A. C. (2020). The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions. EJAL: Eurasian Journal of Applied Linguistics, 6(2), 313–335. https://doi.org/10.32601/ejal.776002
Cagapea, W. E., Bataob, H. S., Atilloc, F. F., Tampusd, M. G. M., But-aye, C. T., & Jade, B. (2023). Differentiated Instruction Practices : A Disclosure of Receiving Teachers. International Journal of Research Publications, 127(1), 255–275.
El Galad, A., Betts, D. H., & Campbell, N. (2024). Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices. Frontiers in Education, 9(April), 1–13. https://doi.org/10.3389/feduc.2024.1347432
Geel, M. Van, Keuning, T., Frèrejean, J., Dolmans, D., Merriënboer, V., & Visscher, A. J. (2018). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 00(00), 1–17. https://doi.org/10.1080/09243453.2018.1539013
Griselda, R., Esa, P., Tedjokoesoemo, D., & Suprobo, F. P. (2022). Perancangan furnitur sebagai fasilitas belajar anak autisme yang mengimplementasikan prinsip Universal Design. Productum: Jurnal Desain Produk (Pengetahuan Dan Perancangan Produk), 5(2), 115–124. https://doi.org/https://doi.org/10.24821/productum.v5i2.7333
Hamida, R. N., & Harsiwi, N. E. (2025). Tantangan dan Solusi Pembelajaran Anak Tunarungu di Sekolah Dasar Luar Biasa (SDLB): Sebuah Tinjauan Literatur Sistematis. KOLEKTIF: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 1(4), 299–312. https://doi.org/10.70078/kolektif.v1i4.81
Hidayat, W., & Aripin, U. (2023). How To Develop An E-LKPD With A Scientific Approach To Achieving Students ’ Mathematical Communication Abilities ? Infinity: Journal of Mathematics Education, 12(1), 85–100. https://doi.org/doi.org/10.22460/infinity.v12i1.p85-100
Indryani, Rusdi, Fitri, H., & Rahmat, T. (2023). Pengembangan Lembar Kerja Peserta Didik ( LKPD ) Berbasis Model Pembelajaran Student Facilitator and Explaining ( SFAE ) pada Pembelajaran Matematka Kelas VIII SMPN 2 Ampek Angkek Tahun Pelajaran 2021 / 2022. Journal on Education, 05(02), 3681–3698.
Isnaniah, & Imamuddin, M. (2020). Students ’ Understanding of Mathematical Concepts Using Manipulative Learning Media in Elementary Schools. https://doi.org/10.1088/1742-6596/1471/1/012050
Jorge, D. P., Jiménez, M. del C. R., Mateo, E. A., & Gutiérrez, K. J. S. (2021). Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities. Education Sciences, 11, 1–17. https://doi.org/doi.org/10.3390/educsci11040187
King-Sears, M. E., Stefanidis, A., Berkeley, S., & Strogilos, V. (2021). Does co-teaching improve academic achievement for students with disabilities? A meta-analysis. Educational Research Review, 34(1), 1–20. https://doi.org/https://doi.org/10.1016/j.edurev.2021.100405
Lemon, L. L., & Hayes, J. (2020). Enhancing Trustworthiness of Qualitative Findings : Using Leximancer for Qualitative Data Analysis Triangulation. The Qualitative Report Volume, 25(3), 604–614.
Manga, T., & Masuku, K. P. (2020). Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators. South African Journal of Communication Disorders, 67(1), 1–7. https://doi.org/10.4102/SAJCD.V67I1.649
Mastoah, I., Saputri, D., & Aprilita, N. (2023). Implementasi Pendidikan Life Skill pada Sekolah Dasar Inklusif di Provinsi Banten. Journal on Education, 6(1), 2139–2146. https://doi.org/10.31004/joe.v6i1.3205
Miles, M. ., & Huberman, A. . (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Sage Publications.
Morgan, H. (2021). Conducting a Qualitative Document Analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091
Pawestri, E., & Zulfiati, H. M. (2020). Pengembangan Lembar Kerja Peserta Didik (LKPD) Untuk Mengakomodasi Keberagaman Peserta didik pada Pembelajaran Tematik Kelas II di SD Muhammadiyah Danunegaran. Trihayu: Jurnal Pendidikan Ke-SD-An, 6(3), 903–913.
Rasmitadila, Humaira, M. A., & Rachmatullah, R. (2025). Student teachers ’ perceptions of the collaborative relationships form between universities and inclusive elementary schools in Indonesia. F1000Research, 1–18. https://doi.org/doi.org/10.12688/f1000research.74999.1
Risdayanti, F., Masduki, M., & Rahmawati, D. (2025). The Role of the Principal in Implementing Data-Based Education Planning at Kindergarten. Edunesia : Jurnal Ilmiah Pendidikan, 6(2), 1055–1069. https://doi.org/10.51276/edu.v6i2.1273
Riskin, D. J., Monda, K. L., Gagne, J. J., Reynolds, R., Garan, A. R., Dreyer, N., Muntner, P., & Bradbury, B. D. (2025). Implementing Accuracy, Completeness, and Traceability for Data Reliability. JAMA Network Open, 8(3), 1–10. https://doi.org/10.1001/jamanetworkopen.2025.0128
Rodrigues, F. M., Rato, J. R., Mineiro, A., & Holmström, I. (2022). Unveiling teachers’ beliefs on visual cognition and learning styles of deaf and hard of hearing students: A Portuguese-Swedish study. PLoS ONE, 17(2 February), 1–20. https://doi.org/10.1371/journal.pone.0263216
Rumfot, S., Arnas, R., Muchtar, Y., & Wahyuddin, N. R. (2023). The Optimization of Teacher Performance Through The Quality of Principal Leadership in Public Senior High School . Journal on Education, 05(03), 7270–7275.
Setambah, M. A. B., Appalanaidu, S. R., Zaini, S. H., Othman, M. S., Ridwan, A., & Ibrahim, M. A. (2025). Differentiated instruction : A systematic literature review on implementation guidelines in mathematics education. International Journal of Advanced and Applied Sciences, 12(3), 101–108. https://doi.org/10.21833/ijaas.2025.03.011
Setambah, M. A. B., Saad, M. I. M., Md Ghazali, N. H. B. C., & Adnan, M. (2024). A comprehensive synthesis of differentiated instruction approaches in mathematics. Lumat: International Journal on Math, Science and Technology Education, 12(4), 1–18. https://doi.org/10.31129/LUMAT.12.4.2371
Suryati, I., Ratih, K., & Maryadi. (2024). How Can Teachers Tailor Success ? Innovative Strategies for Content , Process , and Product in EFL Classrooms. VELES Journal, 8(1), 150–162. https://doi.org/10.29408/veles.v8i1.24451
Taconet, A. V, Lombardi, A. R., Madaus, J. W., Sinclair, T. E., Rifenbark, G. G., Morningstar, M. E., & Langdon, S. N. (2024). Interventions Focused on Independent Living Skills for Youth With Intellectual Disability or Autism Spectrum Disorder. SAGE Journals, 47(1), 32–45. https://doi.org/10.1177/21651434231152200
Tamela, B., Bungai, J., & Kartiwa, W. (2020). Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya). Journal of Environment and Management, 1(2), 134–142. https://doi.org/10.37304/jem.v1i2.1750
Tas, H., & Minaz, M. B. (2024). The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course. SAGE Journals, 1–14. https://doi.org/10.1177/21582440241249290
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). In ASCD, Stefani Roth. http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf
Wahyuni, T., Eliasa, E. I., Jogjakarta, U. N., Learning, U. D., & Toleransi, M. (2025). Pendidikan Inklusif Dengan Universal Design For Learning (UDL) Untuk Meningkatkan Toleransi Anak Disabilitas pada SMP. Inspirasi Edukatif : Jurnal Pembelajaran Aktif, 6(1), 129–148.
Yavuz, A. C. (2020). The effects of differentiated instruction on Turkish students’ L2 achievement, and student and teacher perceptions. EJAL: Eurasian Journal of Applied Linguistics, 6(2), 313–335. https://doi.org/10.32601/ejal.776002