This study aims to analyze the implementation of differentiated learning in improving the reading skills of second-grade students of SD Negeri 4 Rantebua and measure the improvement in reading skills after the implementation of the approach. The study used a mixed method with a classroom action research design implemented in two cycles. The research subjects were 13 second-grade students. Data were collected through reading tests (pre-test and post-test), observations of teacher and student activities, interviews, and documentation. The results showed that the implementation of differentiated learning was carried out through three main components: content differentiation by providing varied reading materials according to student ability levels, process differentiation through learning strategies adapted to learning styles (visual, auditory, kinesthetic), and product differentiation by providing assignment choices according to student interests. The implementation of differentiated learning succeeded in improving students' reading skills significantly. The average student score increased from 52.31 (pre-cycle) to 68.46 (cycle I) and 82.31 (cycle II). Learning completeness increased from 15.38% to 84.62% in cycle II. Student activity in learning also showed an increase from moderately active to very active. This study concluded that the implementation of differentiated learning was effective in improving the reading skills of lower-grade students, particularly in areas with diverse socio-demographic characteristics.
Atik Bunga Lintin1*, Resnita Dewi2, Daud R. Palimbong3 (Mon,) studied this question.