ACHIEVEMENT GROUPING AS AN ADAPTIVE INSTRUCTIONAL STRATEGY IN VOCATIONAL ECONOMICS EDUCATION

This study aims to analyze the implementation and impact of Achievement Grouping in Economics learning at SMK Raudlatul Ulum Ledokombo Jember. Previous studies have extensively discussed differentiated instruction and ability grouping; however, limited attention has been given to how Achievement Grouping is implemented in vocational Economics education and how it shapes students' learning experiences. This study contributes to the development of an adaptive learning framework by positioning Achievement Grouping not merely as an academic classification system but as an instructional strategy that accommodates students' diverse learning readiness and academic needs. The findings identify two principal dimensions, namely the implementation process and its implications for learning experiences. This study employed a qualitative approach with a case study design. The research involved 12 informants consisting of one school principal, two Economics teachers, and nine students selected purposively based on their direct involvement in the implementation of Achievement Grouping. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using data condensation, data display, and conclusion drawing to obtain a contextual understanding of the phenomenon. The results indicate that Achievement Grouping enables teachers to provide more adaptive instruction, increases students' participation, strengthens learning focus, and improves classroom comfort. Nevertheless, several students initially experienced lower self-confidence due to perceptions of academic labeling. Over time, inclusive classroom practices helped students accept the grouping system positively and engage more actively in Economics learning.