Speaking and writing are basic skills that play a crucial role in supporting the academic development of elementary school students. Initial observations in one elementary school indicated that learning was still uniform, did not fully address differences in student abilities, and the use of digital media was still limited. This study aimed to analyze the development process, feasibility, and effectiveness of a differentiated learning model supported by animated content in improving the speaking and writing skills of second-grade elementary school students, as well as to identify barriers faced by teachers and students in its implementation. This study used a Research and Development (R&D) approach, which included needs analysis, design, product development, expert validation, revision, limited trials, and extensive trials. The results showed that the developed learning model was considered highly feasible by the validators. The effectiveness test showed an increase in students' speaking and writing skills with a moderate increase category, both in limited trials and extensive trials. Interviews revealed student barriers such as difficulty expressing ideas, differences in writing speed, and low confidence in speaking, as well as teacher barriers related to time constraints and readiness in managing differentiated learning supported by animated content. This confirms that the differentiated learning model supported by animated content is effective, contextual, and relevant for improving the speaking and writing skills of elementary school students.
Winaningsih et al. (Tue,) studied this question.