THE ROLE OF TEACHERS IN DESIGNING DIFFERENTIATED LEARNING TO FACILITATE STUDENTS' LEARNING STYLES IN ELEMENTARY SCHOOLS

Abstract

Differentiated learning is designed to facilitate the diversity of students' characteristics, needs, and learning styles in the classroom. In elementary schools, implementing differentiated learning is important because each student has different potentials, interests, and learning styles. This study aims to describe the role of teachers in designing and implementing differentiated learning to meet students' learning needs based on their learning styles. This type of research is a literature study analyzing various research results and theories related to differentiated learning in elementary schools. Data collection methods include identifying keywords, searching for articles and literature in online databases, and selecting literature. Data analysis uses content analysis by identifying themes, grouping data, and synthesizing. Data validity is carried out by triangulating sources cross-checking between literature, peer review, and audit trail. The study results indicate that teachers have a strategic role in differentiated learning as facilitators, motivators, planners, and evaluators. Teachers face challenges in differentiated learning, such as time constraints, uneven understanding of concepts, and minimal institutional support. The alternative solution is professional training, flexible material development, and collaboration between teachers, students, parents, and the school community. Differentiated learning has been proven to create inclusive and meaningful learning experiences and equal opportunities for all students to develop academically and personally. Therefore, strengthening teacher capacity is the main key to the success of implementing differentiated learning in elementary schools.