Implementation of the Personalization Learning Approach Strategy for Slow Learners at Inclusive Elementary School SDN Gentan 03

Abstract

This study aims to implement a personalized learning approach as a strategy to meet the learning needs of students with special needs (slow learners) at SD Negeri Gentan 03, an inclusive elementary school. Using a qualitative method with a case study design, data were collected through observations, interviews, and documentation, then analyzed descriptively to identify effective implementation patterns. Inclusive education provides opportunities for all students, including those with special needs, to experience learning tailored to their individual needs in a supportive environment. The findings of this study indicate that personalized learning is carried out through differentiation of content, process, and products, which are adapted to the characteristics and learning challenges of students with special needs. Teachers employ adaptive strategies, such as using engaging visual media, assigning tasks gradually with a clear structure, and providing individual guidance to enhance students’ understanding and independence. However, challenges remain in its implementation, particularly regarding limited resources and the need to enhance teachers' competencies in managing more flexible and responsive learning experiences that cater to individual student needs. These findings confirm that personalized learning has great potential to improve student engagement and learning outcomes for those with special needs, especially when supported by appropriate strategies and close collaboration between teachers, parents, and other educators. Therefore, it is crucial to strengthen teachers' capacities through continuous training and the development of more progressive and inclusive school policies to optimize the effectiveness of personalized learning in an inclusive education setting.