Lapbooks in Differentiated Learning to Accommodate Students’ Learning Styles in Elementary Classrooms

Abstract

This study was motivated by the challenges of implementing differentiated learning at MIN 2 Surabaya, particularly in accommodating students’ visual, auditory, and kinesthetic learning styles in Indonesian language instruction. The limited use of learning media and the continued reliance on lecture-based teaching methods have resulted in low student motivation and suboptimal engagement in the learning process. Therefore, this study aims to analyze the use of Lapbook media integrated with the Teams Games Tournament (TGT) learning model in accommodating the diverse learning styles of students in class VA. This research employed a qualitative approach using a case study design. The participants consisted of 28 fifth-grade students (class VA) at MIN 2 Surabaya. Data were collected through observation, interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques.

The findings indicate that the use of Lapbooks integrated with the TGT model effectively accommodates students’ diverse learning styles. Visual learning styles are supported through the visual layout and structured presentation of information within the Lapbook. Auditory learning styles are facilitated through discussion and presentation activities during the learning process. Meanwhile, kinesthetic learning styles are accommodated through manipulative activities and academic games incorporated within the TGT model. The combination of Lapbook media and the TGT model contributes to increased student motivation, greater engagement in classroom activities, and deeper conceptual understanding of complex compound sentences. These findings suggest that the synergy between creative learning media and cooperative learning models can serve as an effective alternative strategy for implementing differentiated learning within the framework of the Merdeka Curriculum.