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Abstract

This study aimed to determine how students’ learning preferences in individualized instruction affected their motivation to learn Indonesian in Grade IV at SDN 3 Rejoagung. Differentiated instruction combined visual, auditory, and kinesthetic methods to increase students’ interest in learning. The study used an experimental design with control and experimental groups, each consisting of 35 students. Pretests and posttests were used to measure the effectiveness of the instructional strategy. The validity and reliability of the learning-interest questionnaire were analyzed using JAMOVI 2.3.2. The analysis showed that the instrument had high reliability (Cronbach’s α = 0.997) and adequate validity. The findings revealed a significant difference in posttest results between the control and experimental classes (p < 0.001). Differentiated instruction tailored to students’ learning styles significantly increased their engagement and motivation. These findings have practical implications for teachers in implementing varied instructional strategies that correspond to students’ learning preferences. By understanding individual learning styles, teachers can design more effective instruction to improve both motivation and learning outcomes.

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