Akomodasi Keberagaman Gaya Belajar dan Kesiapan Belajar Siswa Kelas XII-7 SMAN 3 Selong

Abstract

Learning in a classroom with diverse student characteristics requires teachers to avoid rigidly applying a single learning approach. This article aims to analyze forms of learning accommodation that can be implemented to respond to the diversity of learning styles and learning readiness among students in Class XII-7 at SMAN 3 Selong. The analysis is based on diagnostic assessment documents and a learning needs profile map, which indicate that the kinesthetic tendency is dominant, while visual and auditory preferences are also found among some students. These findings are integrated with the concepts of differentiated instruction, formative assessment, and Universal Design for Learning (UDL). The analysis shows that relevant accommodation does not involve permanently grouping students based on learning style labels. Instead, it involves providing various ways for students to access learning materials, engage in activities, practice, and demonstrate their understanding. In the context of Indonesian language learning, this can include a combination of texts, images or videos, oral explanations, discussions, movement-based activities, group work, and choices of learning products. Learning readiness also needs to be addressed by providing step-by-step examples, clear instructions, additional support, flexible time, and formative feedback. Thus, learning accommodation serves as an effort to reduce learning barriers while creating more equitable opportunities for students to understand the material and participate actively in the learning process.