Nita Novianti, Arita Marini, Arifin Maksum, Nina Nurhasanah, Linda Zakiah

Learning Needs Analysis In Elementary School: Differentiated Learning With A Humanistic And Pluralistic Approach

Introduction

Learning needs analysis in elementary school: differentiated learning with a humanistic and pluralistic approach. This study analyzes elementary school learning needs for differentiated learning, integrating humanistic & pluralistic approaches. Surveyed 41 teachers & 329 students in Sukabumi on key principles.

Abstract

Diversity is something we often encounter, one of which is in the classroom. However, this is also often a problem if not handled properly. One of the learnings that pays attention to diversity is differentiated learning. Differentiated learning is learning that is adjusted to students' learning needs that are adjusted to their interests, talents, and abilities. One approach that can be integrated with differentiated learning is the humanistic and pluralistic approach. The purpose of this study is to analyze learning needs from the perspective of teachers and students related to differentiated learning that integrates humanistic and pluralistic approaches. This research method uses Research and Development (R & D) research in the initial stage, namely Research and information collecting (Borg, WR & Gall, 1983). Data collection techniques by filling out surveys and interviews. The subjects were taken randomly, to 41 grade V teachers and 329 grade V students in 14 elementary schools spread across Sukabumi City. The learning needs in differentiated learning with a humanistic and pluralistic approach are that students and teachers agree that the learning in question must fulfill the principles of differentiated learning (9), the humanistic approach (5), and pluralism (6). 

Review

This study tackles a highly relevant and critical area within elementary education: effectively addressing classroom diversity through differentiated learning, further enriched by humanistic and pluralistic approaches. The integration of these pedagogical frameworks is particularly pertinent in settings where foundational learning experiences shape students' attitudes and competencies. The stated purpose of analyzing learning needs from both teacher and student perspectives is commendable, as it promises to offer a comprehensive understanding of how these integrated approaches resonate with key stakeholders, thereby informing the development of more inclusive and effective educational practices. This initial needs analysis forms a crucial groundwork for any subsequent educational intervention or curriculum development. Methodologically, the study adopts the initial stage of Research and Development (R&D), specifically "Research and Information Collecting," which is an appropriate foundational step for a needs analysis. The use of surveys and interviews as data collection techniques is suitable for gathering both broad quantitative data and deeper qualitative insights from a substantial sample. The subject pool of 41 Grade V teachers and 329 Grade V students across 14 elementary schools in Sukabumi City is robust, offering a strong empirical base for the analysis. However, the abstract's description of subject selection as "randomly" would benefit from further clarification in the full paper, detailing the specific random sampling technique employed to ensure representativeness and minimize potential biases within the chosen schools. Elaboration on the specific content and design of the surveys and interviews would also strengthen this section. The primary finding indicates a general agreement among both students and teachers regarding the necessity for learning to embody the principles of differentiated learning, humanistic approaches, and pluralism. While the abstract quantifies this agreement (e.g., 9 principles of differentiated learning, 5 of humanistic, 6 of pluralism), the full paper would benefit immensely from detailing *which* specific principles were identified and how this "agreement" was operationalized and measured. This crucial detail would shed light on the exact nature of the perceived learning needs and the specific aspects of each approach that stakeholders value. Future work should build upon this consensus by exploring the challenges in implementing these principles and developing practical resources or training programs tailored to these identified needs, ensuring that this foundational agreement translates into tangible pedagogical practices that truly cater to diverse elementary school learners.

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