Differentiated Learning Strategies to Enhance Student Interest in Elementary Schools: A Literature Review

Abstract

Differentiated learning is an instructional approach that adapts the content, process, product, and learning environment to match each student's readiness, interests, and learning profile. Low student interest in learning at the elementary school level remains a persistent challenge in Indonesian education, particularly in the context of implementing the Merdeka Curriculum. This study aims to examine differentiated learning strategies that can enhance student interest in elementary schools through a literature review method. Data were sourced from national and international journals published between 2018 and 2024 and obtained through Google Scholar, ERIC, and Semantic Scholar databases. The results of the review show that three main differentiated learning strategies content differentiation, process differentiation, and product differentiation have been consistently shown to increase student interest in learning. Content differentiation allows students to access learning materials according to their level of readiness; process differentiation gives students flexibility in understanding concepts; and product differentiation provides varied means of demonstrating understanding. Supporting factors such as the use of digital teaching materials, technology-based learning media, and the Understanding by Design (UbD) framework strengthen the effectiveness of these strategies. The study concludes that differentiated learning, when planned systematically and supported by appropriate technology, can significantly improve student learning interest in elementary schools and is aligned with the inclusive and student-centered principles of the Merdeka Curriculum.