MAPPING THE CHARACTERISTICS OF GRADE III ELEMENTARY SCHOOL STUDENTS TO SUPPORT STUDENT-CENTERED LEARNING: A CASE STUDY IN GRADE III A AT SDN 3 ANCARAN

Abstract

This study aims to comprehensively map the characteristics of Grade III A students at SDN 3 Ancaran as a foundation for implementing student-centered learning. The study is motivated by the high heterogeneity of students within one classroom, including differences in learning styles, academic abilities, learning readiness, interests, and socio-emotional development, which require adaptive and differentiated learning approaches in accordance with the Merdeka Curriculum. The findings revealed that audio-visual learning styles dominated at 70%, followed by kinesthetic at 20% and combination styles at 10%. Students’ academic abilities were categorized as excellent (35%), good (45%), and requiring intensive assistance (20%). In addition, 45% of students demonstrated low self-confidence, while 25% were easily distracted during learning activities. Most students (85%) received strong family support, which positively affected their learning readiness. These findings emphasize the importance of data-driven differentiated learning that includes differentiation in content, process, product, and learning environment.

Keywords: student characteristics mapping; student-centered learning; differentiated learning;