Differentiated learning in indonesian language education: A linguistic pedagogical framework for inclusive learning

Abstract

Learning Indonesian in heterogeneous classes demands a pedagogical approach that can respond to the diversity of students' learning readiness, interests, and profiles in a fair and inclusive manner. One relevant approach to addressing this challenge is differentiated learning. This article aims to examine the nature of differentiated learning as a pedagogical framework in Indonesian language learning that is oriented towards the principles of justice and inclusiveness of learning, analyze the conceptual link between differentiated learning and inclusive education, and examine the forms of contextual differentiation of content, process, and product in Indonesian language learning. This research uses a qualitative approach with a conceptual-analytical study design through a critical review of academic literature relevant to language pedagogy, inclusive education, and differentiated learning. The results of the study indicate that differentiated learning is not merely a variation of learning approaches, but rather a pedagogical paradigm based on the principle of learning justice and oriented towards the individual development of students. Differentiation of content, process, and product in Indonesian language learning enables the fulfillment of students' learning rights equally without segregation, and strengthens the implementation of inclusive education in regular classes. The integration of scaffolding methods into differentiated learning plays a crucial role in accommodating differences in students' linguistic and cognitive abilities in an adaptive and sustainable manner. Thus, differentiated learning can be positioned as a strategic linguistic pedagogical framework for realizing inclusive, equitable, and meaningful Indonesian language learning.