Abstract
The implementation of differentiated learning within of humanistic learning theory is recommended to be adopted in elementary schools in response to the complexity of educational challenges in the 21st century. This approach to learning has the potential to facilitate the development of students' potential and creativity more optimally, while providing a learning experience tailored to the characteristics, learning styles, and readiness levels of individual students. The aim of this article is to analyze the implementation of differentiated learning within the humanistic learning theory in elementary schools. This research employs a literature review method from various sources of articles in electronic journals. This study identifies that the implementation of differentiated learning within the perspective of humanistic learning theory in elementary schools has successfully enhanced students' creativity and academic achievements. This underscores the significance of this approach in accommodating student diversity to maximize their potential and creativity. Students can learn according to their characteristics and learning styles, with educators serving as facilitators. This implementation is recommended in elementary schools to support an intensive learning process tailored to students' learning abilities, while ensuring adequate learning facilities.
First Page
282
Last Page
290
Recommended Citation
Nugroho, C.,
&
Darmawan, P.
(2024).
Implementasi Pembelajaran Berdiferensiasi dalam Perspektif Teori Belajar Humanistik pada Sekolah Dasar: Studi Literatur.
Journal of Innovation and Teacher Professionalism, 2(3), 282-290.
DOI: https://doi.org/10.17977/um084v2i32024p282-290
Available at:
https://citeus.um.ac.id/jitpro/vol2/iss3/6