Teacher Strategies for Accommodating Differences in Student Abilities and Learning Needs through an Educational Psychology Approach in Elementary Schools
Abstract
when conducting instruction in elementary schools. Each student possesses unique
characteristics regarding cognitive abilities, learning styles, emotional states, social
interactions, and the pace at which they grasp material. This study aims to describe and
analyze teacher strategies for accommodating these differences through an educational
psychology approach in an elementary school setting. A descriptive qualitative approach was
employed, with the study conducted at UPT SD Negeri Gedog 02. Data were gathered
through observation, teacher interviews, and documentation, and subsequently analyzed
using the stages of data reduction, data presentation, and conclusion drawing. The findings
indicate that teachers identify students' abilities and learning needs through initial
assessments, information from previous teachers, and continuous observation during
instruction. Strategies implemented include individualized approaches, additional guidance,
adjusted communication styles, varied teaching methods, the use of visual and digital media,
group learning, hands-on practice, and the provision of supportive feedback. Teachers also
provide gradual support to students facing difficulties and ensure equitable opportunities for
student participation. The application of these strategies helps create a learning environment
that is more adaptive to the diversity of student abilities and needs. Thus, an educational
psychology approach serves as a foundation for teachers to understand individual
differences and determine appropriate instructional strategies to support the cognitive,
social, and emotional development of elementary school students.
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