Differentiated Instruction in Public and Private Schools in Indonesia

Suprayogi, Muhamad Nanang; Valcke, Martin; Mohamed, Zulaikha

doi:10.5220/0009999600360044

Cited by 2 publications

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“…However, in the class that still implements Curriculum 2013, it is found that the students' needs and diversity were not acknowledged during the planning and the implementation of the lesson itself. This condition is despite overall positive attitude that teachers can cope with students' diversity (Suprayogi et al, 2021). Also, the teaching and learning processes were still done conventionally.…”

Section: The Issue and Challenges Occured At Schoolmentioning

confidence: 97%

“…As previously mentioned, the studies in this matter are limited in number, but they could paint a picture as to how differentiated learning is to be expected. Suprayogi et al (2021), for instance, finds that the disparity between differentiated learning and the application can be caused by the fund and learning resources of the school itself. This may not be an ideal situation considering the needs for varied tasks and materials (Lombardi, 2019) as well as school facilities and educational technology (Ritter, 2018).…”

Section: Differentiated Learning In the Indonesian Contextmentioning

confidence: 99%

“…This is done to fix the problem happened in the class which is about demotivated students and the students who feel bored in the process of teaching and learning. By connecting the source of learning with their interest, it is hoped that it will bring positive result in terms of their motivation in learning (Syahrozi et al, 2018) appears that teachers have positive attitude in this regard, although the lack of teaching aids still becomes a prevalent issue (Suprayogi et al, 2021).…”

Section: How Todifferentiated Content Can Facilitate Students' Interestsmentioning

confidence: 99%

“…Despite how imperative the upcoming utilization of differentiated learning is, the studies looking into its implementation, or perhaps the preparation, are severely limited. For instance, Suprayogi et al (2021) note that primary teachers' perception and belief toward differentiated learning is still below the benchmark for both public and private primary schools. Sharing a similar tone, Satyarini et al (2022) conclude that the implementation of differentiated learning in a high school is hindered by the partial application, leading to the lack of planning, activities, and students' participation.…”

Section: Introductionmentioning

confidence: 99%

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Differentiated Learning to Facilitate Students’ Interests in the Content of English Language Learning

Heningjakti,

Surono

2023

JADEs

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With the new curriculum pushing student-centered learning even further, the differentiated learning supposedly becomes the approach to be utilized. Still, students’ interests were supposed to be made into consideration for the content, strategy, product, and environment, but such a notion remains to be seen. Therefore, this study aims to examine remaining issues and challenges faced by the teacher and students of grade 8 as well as to explore how the differentiated content can facilitate students’ interests. Based on descriptive qualitative in nature, the data were obtained mainly from personal interviews with six grade 8 students of SMPN 12 Yogyakarta, their English teacher, and the vice principal for curriculum affairs, and partly through observation and survey of a class. The findings revealed that there were prevalent issues and challenges in the curriculum, the teaching and learning practices, the materials, and the students’ interests. Then, the differentiated contents could facilitate students’ interests in terms of identifying their interests, grouping them based on their interests, providing relevant topics, presenting the content in various interesting media, and utilizing technology to provide sources of learning

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Section: The Issue and Challenges Occured At Schoolmentioning

confidence: 97%

Section: Differentiated Learning In the Indonesian Contextmentioning

confidence: 99%

Section: How Todifferentiated Content Can Facilitate Students' Interestsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Differentiated Learning to Facilitate Students’ Interests in the Content of English Language Learning

Heningjakti,

Surono

2023

JADEs

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“…The implementation of Differentiated Instruction was challenging for teachers since it required much planning and preparation (Suprayogi et al, 2018). Teachers found it challenging to handle the various demands of children in the same classroom.…”

Section: Introductionmentioning

confidence: 99%

An English Teachers’ Perspectives on Differentiated Instruction in ‘Kurikulum Merdeka’: A Case Study in SMA Kabupaten Solok

Mairoza,

Roza,

Samanhudi

2024

lectura

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This research aimed to find out the perspectives that SMA English teachers in Kabupaten Solok have on Differentiated Instruction, the implementation, and the challenges. This research was a qualitative case study. Data collection was based on questionnaires, in-depth interviews, document analysis, and participant observation. Informants who became data sources in this study were selected based on purposive sampling, namely teachers who teach in grade X (Fase E), have more than 10 years of English teaching experience, and were willing to become informants. The data obtained was that informants showed their understanding of Differentiated Instruction from the process of self-learning through PMM and peer discussions. However, in terms of planning on the teaching modules prepared, not all informants have clear planning on Differentiated Instruction. Similarly, it was found during classroom observations that not all informants implemented Differentiated Instruction by the required aspects and considerations. It could be concluded that the informants have explained their understanding of Differentiated Instruction theoretically. However, this was not the case when it came to planning the teaching module and implementing it in the classroom. Some informants showed confusion and incomprehension in the implementation of Differentiated Instruction in the lesson planning and the classroom

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Differentiated Instruction in Public and Private Schools in Indonesia

Cited by 2 publications

References 0 publications

Differentiated Learning to Facilitate Students’ Interests in the Content of English Language Learning

Differentiated Learning to Facilitate Students’ Interests in the Content of English Language Learning

An English Teachers’ Perspectives on Differentiated Instruction in ‘Kurikulum Merdeka’: A Case Study in SMA Kabupaten Solok

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