TEACHER-PERCEIVED LEARNING NEEDS ANALYSIS FOR DEVELOPING Co-DiPeL IN NATURAL AND SOCIAL SCIENCES (IPAS) AT ISLAMIC AND GENERAL ELEMENTARY SCHOOLS

Lailla Hidayatul Amin, Iffah Mukhlisah, Kustiarini Kustiarini, Fithri Meiliawati, Khoirotun Hisan, Masruroh Masruroh

Abstract


This study examined primary school teachers’ perceptions of Natural and Social Sciences (IPAS) instruction and their priorities for inclusive lesson design. Conducted within the Analysis phase of the ADDIE model, the study aimed to inform the preliminary development of Collaborative Differentiated Peer Learning (Co-DiPeL). A survey involving 73 purposively selected teachers from primary schools and Madrasah Ibtidaiyah in Surakarta and surrounding areas was administered using a 40-item questionnaire with a four-point agreement scale. Data were analyzed descriptively using frequencies, percentages, means, and standard deviations. Teachers reported using diverse instructional approaches (M = 3.22; SD = 0.69) and collaborative activities (M = 3.26; SD = 0.71). However, lower ratings were observed for the suitability of existing models for inclusive classrooms (M = 2.73; SD = 0.63), participation of students with special needs in group work (M = 2.68; SD = 0.80), and equal communication opportunities (M = 2.93; SD = 0.80). Teachers prioritized communication (M = 3.47; SD = 0.67), differentiated instruction (M = 3.41; SD = 0.66), self-regulation (M = 3.36; SD = 0.65), and social interaction (M = 3.34; SD = 0.69). These findings provide an empirical basis for refining Co-DiPeL’s preliminary design and identifying priorities for subsequent development, validation, and classroom trials, without establishing its effectiveness or impact on student learning.


Keywords


IPAS; Teacher Perceptions; Inclusive Learning; Differentiated Instruction; Collaborative Learning; Peer Learning.

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