Implementation of Differentiated Learning to Accommodate the Diverse Characteristics of Senior High School Equivalence Program Learners at PKBM RUMAN Aceh
Keywords:
Differentiated Learning, Non-Formal Education, Learner Characteristics, Inclusive, Ecosystemeligion, Social Phenomena, Islamic Religious Practices, Social LifeAbstract
The implementation of the independent curriculum emphasizes the necessity of differentiated learning to accommodate the unique characteristics of each student. This study aims to analyze the implementation of differentiated learning in non-formal education, specifically within the Senior High School Equivalence Program at PKBM RUMAN Aceh. Non-formal learners exhibit high diversity in terms of age, socioeconomic background, and working status, demanding a highly adaptive pedagogical approach. Using a descriptive qualitative method, data were collected through in-depth interviews, classroom observations, and document analysis involving tutors, institutional administrators, and learners. The findings reveal that tutors at PKBM RUMAN Aceh apply differentiation across three main domains: content, process, and product. Process differentiation is executed by combining andragogical approaches for adult learners with peer-tutoring for younger students. Furthermore, product differentiation allows working learners to submit portfolios and practical projects relevant to their daily occupations rather than standard written exams. The study concludes that differentiated learning in the PKBM context transcends cognitive mapping; it serves as a structural strategy to prevent dropout rates among working learners while maintaining academic quality and fostering an inclusive educational ecosystem.
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Copyright (c) 2025 Fathin Fadullah Azmi, Nonong Noviasyah (Author)
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