Analysis of Child-Friendly Differentiated Instruction in Mathematical Problem-Solving within Inclusive Elementary Schools

Abstract

This study aims to analyze students' mathematical problem-solving abilities and affective resilience through Child-Friendly Differentiated Instruction (CFDI) in an inclusive elementary school. The research design used a qualitative case study with 30 fourth-grade students at an inclusive elementary school in Yogyakarta as participants. Data were collected through contextual mathematics tests, daily observations, and interviews. Data were processed using triangulation of methods and sources. The results of the CFDI implementation study indicate that 43.33% of students' achievement reached level three or the middle category, and 43.33% reached level four or the high category. Further findings indicate that 70% of students did not complete the review stage in Item 4, which indicates, but does not directly measure, a tendency towards cognitive fatigue at that stage. It is concluded that CFDI has a positive relationship with stronger task persistence, a greater sense of psychological safety, and improved descriptive problem-solving performance; however, the review stage remains a recurring difficulty.