STRATEGI ADAPTASI GURU DALAM MENERAPKAN METODE DEEP LEARNING PADA SISWA DENGAN TINGKAT KEMAMPUAN MEMBACA HETEROGEN DI KELAS 2 SD NEGERI 1 SENGON KABUPATEN TRENGGALEK

Hariyanto, Beny Dwi (2026) STRATEGI ADAPTASI GURU DALAM MENERAPKAN METODE DEEP LEARNING PADA SISWA DENGAN TINGKAT KEMAMPUAN MEMBACA HETEROGEN DI KELAS 2 SD NEGERI 1 SENGON KABUPATEN TRENGGALEK. S2 thesis, Universitas PGRI Madiun.

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Abstract

Beni Dwi H. 2026. Teacher Adaptation Strategies in Implementing Deep Learning Methods for Students with Heterogeneous Reading Proficiency Levels in Grade 2 of SD Negeri 1 Sengon, Trenggalek Regency. Thesis. Master’s Program in Indonesian Language and Literature Education. Graduate School, Universitas PGRI Madiun (UNIPMA). Supervisor I: Dr. Dwi Setyadi, M.M, Supervisor II: Dr. Kodrat Eko Putro Setiawan, M.Pd Keywords: Teacher Adaptation Strategies, Deep Learning, Heterogeneous Reading Ability, Elementary School, Differentiated Instruction. This research is motivated by the challenges of implementing deep learning methods that require conceptual understanding and critical thinking, while second-grade elementary students have highly diverse reading proficiency levels. Students with low reading ability tend to struggle in accessing written texts as learning resources, putting them at risk of falling behind in building deep understanding. Teachers are required to adapt so that deep learning methods can still be implemented effectively for all students. The objectives of this study are to describe the adaptation strategies applied by teachers in implementing deep learning methods for students with heterogeneous reading abilities and to analyze the effectiveness of these strategies on student engagement and understanding. This study employs a qualitative approach with a case study design. The subjects were teachers and second-grade students of SD Negeri 1 Sengon. Data were collected through participant observation, in-depth interviews, reading proficiency tests, and documentation. Data were analyzed using descriptive qualitative techniques with the Miles and Huberman interactive model. The findings reveal that teachers apply various adaptation strategies, including: (1) content differentiation by providing tiered reading materials (picture-based texts, short texts, and longer texts); (2) process differentiation through the formation of homogeneous learning groups based on reading levels, individual tutoring, and the use of audio-visual media and concrete objects to help students understand concepts without fully relying on text; and (3) product differentiation by offering varied task options (oral, pictorial, written). These strategies proved effective in increasing active student engagement, reducing learning anxiety, and promoting comparable deep understanding across ability groups, as students were still able to explore ideas through oral discussions and hands-on experiences. In conclusion, planned and flexible teacher adaptation strategies are highly effective in overcoming the barriers of heterogeneous reading proficiency in implementing deep learning methods in lower-grade classrooms.

Item Type:	Thesis/Skripsi/Tugas Akhir (S2)
Kata Kunci:	Teacher Adaptation Strategies, Deep Learning, Heterogeneous Reading Ability, Elementary School, Differentiated Instruction.
Subjects:	P Language and Literature > PL Languages and literatures of Eastern Asia, Africa, Oceania
Divisions:	Fakultas Pascasarjana > Pascasarjana Pendidikan Ilmu Bahasa dan Sastra Indonesia
Depositing User:	HARIYANTO DWI BENY
Date Deposited:	10 Oct 2026 03:15
Last Modified:	10 Oct 2026 03:15
URI:	http://eprint.unipma.ac.id/id/eprint/9537

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