Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia

Abstract

Ideally, learning should help students optimally develop through various activities that enable students to pay attention to their well-being. Some teachers in Indonesia have participated in various professional development programs based on developing a progressive educational philosophy emphasizing the importance of differentiated learning to create Indonesia’s graduate profile, namely the Pancasila Student Profile. Implementing differentiated learning in Indonesia to realize the outcome of the Pancasila Student Profile is a novelty. Therefore, many teachers are still bewildered about the best practice to realize it. This study aims to construct a conceptual model of differentiated instruction based on the experiences of junior high school teachers in Indonesia through phenomenological studies. The number of participants in this study was 12 people selected through the purposive sampling method. Data collection is enacted through in-depth individual interviews. This study indicates that the conceptual model of differentiated learning is learning that provides opportunities for students to walk on their tracks; it also provides learning that emphasizes students’ physical and mental welfare and safety in the learning process. Teachers who comprehend and understand the philosophy of progressive education would possibly realize the concept of differentiated learning, which places students as empowered learners.

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

“…Additionally, the use of short videos within the didactic process may be an innovative learning strategy and an important parameter for understanding a subject, while the application of differentiated teaching confirmed the new audiovisual theory in education that suggests it as an audiovisual technology-supported teaching methodology [4]. Despite what the most recent research has shown about how vital the formation of the positive use of short videos [116,120,121,270] and the effective application of differentiated teaching [159,[271][272][273][274] in teaching-learning procedure for learner achievement, the specific fields are still fluid, and more research on them is needed. In closing, a final inference that arises from the employment of the specific ICTs through a lesson plan is that it indicates how important its effective integration in the teaching-learning procedure as well as their immediate institutionalization within the framework of the didactic process for an effective education is.…”

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

“…The teacher takes the primary role in facilitating student-centered learning, allowing students to explore their interests and talents (Azmi & Iswanto, 2021). Teachers must have more adaptive and creative pedagogical skills to present learning that is relevant, interesting, and aligned with student's development (Hasanah et al, 2022;Sari et al, 2021). In addition, teachers also act as guides and mentors, assisting students in identifying and developing their potential (Simamora & Pasaribu, 2023).…”

Embracing the Digital Era: Unveiling Potential through the Independent Learning Curriculum in VHS Education

“…Implementation of the Independent Curriculum requires the readiness and ability of teachers to develop and deliver competency-based learning. There may be barriers in terms of teacher knowledge, skills, and understanding of the new learning approaches and methodologies required" (P1, lines 19-24) Teachers carrying out teaching and learning activities in class, fieldwork practices and competency tests, and vocational-related activities have applied the principles of independent learning, such as child-centred learning (Pramuniati, 2009), digital technology learning (Rodrigues et al, 2021), and the application of differentiated learning (Hasanah, Suyatno, et al, 2022). Teachers have also implemented assessments in the learning process using formative and summative assessments in daily assessments of achievement of learning objectives and end-of-semester assessments to test comprehensive knowledge of all learning outcomes and elements.…”