This paper aims to stimulate reflective discussion about the misconception of differentiated instruction practice in the educational sector. Differentiated instruction gives students a big picture of knowledge instead of isolated knowledge and helps students to find their academic goals. While differentiating, teachers as a facilitator have to implement and arrange a differentiated learning opportunity for students. This idea widens the gap between teachers' perception of how varied teaching should be used in the classroom. Most research encountered misconceptions among teachers not only in the differentiation practice but also due to low self-efficacy and motivation. Teachers need to break this barrier as teachers' deception becomes a significant obstacle in applying differentiated instruction in the classroom. Teachers' awareness of implementing differentiated instruction will affect the outcome for students. The role of teachers is one of the most critical factors in successful DI implementation. Besides, a regular teaching reflection may help teachers to conquer the basics of DI implementation. Teachers need regular professional development to break this misconception. Teacher professional development about differentiation can potentially promote all students' achievement. Anticipating future misunderstandings may allow higher education to include differentiated instruction courses in teacher education. Most importantly, teachers must eradicate their misconceptions about differentiated instruction first to earn benefit from differentiation practice.

This paper aims to stimulate a teaching and learning reflection for Indonesian IGCSE physics classrooms through a recent booming and recreational game of Newtonian yoyo called lato-lato. As physics is one of the critical and complex subjects in secondary school, it establishes a struggle for students to comprehend the concept of physics. The 21st-century physics education learning aims to promote high-end reasoning and deep understanding. Contextual physic learning will support this mission to reach maximum attainment for students. Physics through contextual knowledge will be more feasible for students. The recent phenomenon of lato-lato encounters a new interest for students. Lato-lato as a demonstrator and contextual example will be a resourceful material for several concepts of Newtonian mechanics, for instance: collision and energy. In addition, lato-lato may provide an advanced idea of circular motion, momentum, and impulse, oscillation. Lato-lato involvement may bring a chance for IGCSE curriculum adjustment in mechanics topics to become a significant pre-learning process. By using the adjusted curriculum, students are more likely to reach their maximum attainment and conceptual understanding of mechanics because students feel interested and encouraged to learn through a problem-solving and real-world setup. Lato-lato (Newtonian Yoyo) phenomenon may solve students’ learning difficulties in IGCSE physics through a conceptual phenomenon.