Personalizing English Learning with InES Book: A Strategic Path to Freedom of Learning in Inclusive Elementary Schools Danang Mahendra(a*), Santi Andriyani, Hamidaturrohmah (c), Ulya Himawati (d), Gadis Herningtyasari (e), Laila Ngindana Zulfa, (f) Noor Azizah
a) Information System, Nahdlatul Ulama Islamic University
Jalan Taman Siswa, Pekeng Tahunan Jepara 59451, Indonesia
*danang[at]unisnu.ac.id
b) English Education, Nahdlatul Ulama Islamic University
Jalan Taman Siswa, Pekeng Tahunan Jepara 59451, Indonesia
c) Elementary School Teacher Education, Nahdlatul Ulama Islamic University
Jalan Taman Siswa, Pekeng Tahunan Jepara 59451, Indonesia
d), e), f) faculty of islam, Wahid Hasyim University
Jl. Menoreh Tengah, Sampangan, Gajahmungkur, Kota Semarang 50232, Indonesia
g) Information System, Nahdlatul Ulama Islamic University
Jalan Taman Siswa, Pekeng Tahunan Jepara 59451, Indonesia
Abstract
Merdeka Belajar emphasizes freedom of learning and adapts the learning process to student needs. In an inclusive elementary school environment, the personalized learning approach is very relevant to accommodate differences in interests, abilities, and learning styles. This study aims to analyze the effectiveness of InES Book (Inclusive English Storybook) as a personalized learning media in supporting the concept of Merdeka Belajar in inclusive elementary schools (SD). The research method used is descriptive quantitative, with data collected through questionnaires, observations, and student learning outcomes tests. The research subjects involved students and teachers at inclusive primary schools in Jepara and Semarang. Questionnaires were used to measure students^ interest and motivation to learn, while tests were conducted to evaluate the improvement of English learning outcomes before and after the use of InES Book. The results showed that InES Book played a significant role in increasing students^ engagement and motivation in learning English with a score of 93.75%. Quantitative data analysis showed a significant increase in learning outcomes with a percentage increase of 29.47%, indicating that the use of InES Book improved English language skills for all students with diverse needs and conditions. The teachers involved also gave positive responses with scores of 90, 88, 86 and 82 in the excellent category. These findings indicate that personalizing learning with InES Book not only improves student motivation and learning outcomes, but is also in line with the concept of Merdeka Belajar, which emphasizes freedom and flexibility in the learning process Overall, this study makes an important contribution to the development of educational media to create innovative and friendly content for students with diverse needs
Keywords: InES Book- personalized learning- freedom of learning- English- Inclusive Primary School
