PERAN KEPALA SEKOLAH DALAM MENDUKUNG PEMBELAJARAN BERDIFERENSIASI BERBASIS TEKNOLOGI INFORMASI DI SEKOLAH DASAR INKLUSIF

Abstract

This This study aims to examine the role of school principals in supporting the implementation of information technology-based differentiated learning in inclusive elementary schools, and to identify the strategies employed to address various challenges in creating inclusive and adaptive learning environments. Employing a qualitative approach, data were collected through theoretical reviews, observations, and documentation at one inclusive elementary school. The findings reveal that the principal plays a strategic role as an instructional leader, facilitator, and change agent. The support provided includes the development of technological infrastructure, enhancement of teacher competencies through professional development programs, and the cultivation of a collaborative school culture. In response to challenges such as limited facilities, low levels of digital literacy, and insufficient knowledge of science and technology, the principal adopted various adaptive measures, including building partnerships with external stakeholders, managing resources efficiently, and promoting instructional innovation. This study underscores the critical importance of principal leadership in optimizing differentiated learning that is responsive to the diverse needs of all students, including those with special educational needs.study aims to examine the role of school principals in supporting the implementation of information technology-based differentiated learning in inclusive elementary schools, and to identify the strategies employed to address various challenges in creating inclusive and adaptive learning environments. Employing a qualitative approach, data were collected through theoretical reviews, observations, and documentation at one inclusive elementary school. The findings reveal that the principal plays a strategic role as an instructional leader, facilitator, and change agent. The support provided includes the development of technological infrastructure, enhancement of teacher competencies through professional development programs, and the cultivation of a collaborative school culture. In response to challenges such as limited facilities, low levels of digital literacy, and insufficient knowledge of science and technology, the principal adopted various adaptive measures, including building partnerships with external stakeholders, managing resources efficiently, and promoting instructional innovation. This study underscores the critical importance of principal leadership in optimizing differentiated learning that is responsive to the diverse needs of all students, including those with special educational needs.