Implementation of Product Differentiation Strategy in Social Studies Lessons on Economic Activities for Fourth Grade Students at MI Miftahul Athfal Kebarongan

Differentiated learning recognizes that each student is unique and requires flexible learning strategies to achieve their full potential. This study explains how teachers implement product differentiation strategies in social studies learning through economic activities in fourth grade. Teachers use product differentiation strategies to provide students with opportunities to tailor learning products to their interests, learning styles, and learning profiles. The study used descriptive qualitative methods with data collection techniques such as observation of learning activities, interviews with teachers and students, and document analysis. The results showed that the implementation of product differentiation learning provided space for students to express their understanding through selected tasks, namely summary tables, posters, or stories about production, distribution, and consumption activities. This learning received a good enthusiastic response from students, as seen from the products created by the students. However, in implementing the product differentiation strategy, teachers experienced limitations in projector and computer facilities, requiring teachers to facilitate product differentiation without the use of digital technology. Students were directed to manually create tables, posters, or simple stories about the concepts of production, consumption, and distribution. This condition shows that limited resources are not a barrier for teachers to implement the product differentiation strategy.