The Effectiveness Of The Differentiation Learning Approach In Teaching Creative Writing To Facilitate The Diversity Of Learning Needs Of Grade V Students At Gekbrong 1 State Elementary School

Abstrak

This study aims to examine the effectiveness of differentiated instruction in improving creative writing skills of fifth-grade elementary school students by accommodating diverse learning needs. The research employed a quantitative approach using a quasi-experimental method with a Non-equivalent Control Group Design. The participants consisted of two fifth-grade classes from a public elementary school selected through purposive sampling, with one class assigned as the experimental group and the other as the control group. Data were collected through creative writing tests, classroom observations, student perception questionnaires, and limited interviews as supporting data. The creative writing test was assessed using an analytic rubric covering ideas and content, organization, word choice, voice, and grammar conventions. Data analysis included descriptive statistics, normality and homogeneity tests, and hypothesis testing using an independent sample t-test at a significance level of 0.05. The findings of this study are expected to provide empirical evidence that differentiated instruction is effective in enhancing students’ creative writing skills and in fostering responsive learning environments that address learner diversity in elementary education.