•  
  •  
 

Jurnal Penelitian dan Evaluasi Pendidikan

Document Type

Article

Abstract

Differentiated instruction is a pedagogical approach in which teachers fulfill students' needs based on their interests and learning profiles. This paradigm is new to the Indonesian educational sector as the government of Indonesia introduced the Merdeka curriculum in 2022, which offers a new style of teaching and learning in Indonesia through differentiation in the classroom. As an unfamiliar approach, the recent practice of differentiated instruction may lead to a misconception, particularly in its implementation. This paper focuses on witnessing teachers' misconceptions regarding differentiated instruction in three major aspects: teacher-student relations, teacher-learning design, and teacher-learning goals, using a mixed method with an explanatory sequential design. The first phase includes video observation for qualitative data collection to build variables and obtain quantitative results. This research used a purposive sampling technique with a total of seventy-seven teaching and learning in Indonesian high school videos from YouTube with particular keywords related to differentiation. All the videos were uploaded on YouTube in 2022, ranging from January 2022 to December 2022, and were from various origins and subjects. The final result and interpretation show that the score of differentiated instruction implementation through the observation checklist was 0.4722, considered satisfactory. Furthermore, this study identifies three aspects of differentiation that need to be strengthened, including learning pace settings, giving oral feedback to students based on their needs, and responding proactively to diverse students. The recommendations for tackling misconceptions regarding differentiated instruction are given for better future implementation.

First Page

189

Last Page

200

Issue

2

Volume

27

Digital Object Identifier (DOI)

10.21831/pep.v27i2.60233

References

Aftab, J. (2015). Teachers' Beliefs about Differentiated Instructions in Mixed Ability Classrooms: A Case of Time Limitation. Journal of Education and Educational Development, 2(2), 94-114. https://doi.org/10.22555/joeed.v2i2.441

Borg, S. (2021). Video-based observation in impact evaluation. Evaluation and Program Planning, 89. https://doi.org/10.1016/j.evalprogplan.2021.102007

BSKAP. (2022). Kurikulum untuk Pemulihan Pembelajaran. Pusat Kurikulum dan Pembelajaran Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi

Chizhik, E. W., & Chizhik, A. W. (2018). Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs. Teacher Educator, 53(1), 67-85. https://doi.org/10.1080/08878730.2017.1296913

Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers' perceptions about differentiated instruction: The DI-Quest instrument and model. Studies in Educational Evaluation, 53, 41-54. https://doi.org/10.1016/j.stueduc.2017.02.004

Creswell, J.W., & Guetterman, T. C. (2019). Educational research: planning, conducting, and evaluating quantitative and qualitative research (Sixth edition.). Pearson.

De Jager, T. (2017). Perspectives of teachers on differentiated teaching in multi-cultural South African secondary schools. Studies in Educational Evaluation, 53, 115-121. https://doi.org/10.1016/j.stueduc.2016.08.004

Du Plessis, A. E. (2019). Barriers to effective management of diversity in classroom contexts: The out-of-field teaching phenomenon. International Journal of Educational Research, 93, 136-152. https://doi.org/10.1016/j.ijer.2018.11.002

Eikeland, I., & Ohna, S. E. (2022). Differentiation in education: a configurative review. In Nordic Journal of Studies in Educational Policy. Routledge. https://doi.org/10.1080/20020317.2022.2039351

Fan, X. (2022). Teachers' perspectives on the evaluation of teacher effectiveness: A focus on student learning objectives. Teaching and Teacher Education, 110. https://doi.org/10.1016/j.tate.2021.103604

Fraenkel, J.R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (Ninth edition.). McGraw-Hill Education.

Gall, M.D., Gall, J.P., & Borg, W.R. (2010). Applying educational research (6th ed.). Pearson Education Inc.

Gibbs, K., & Beamish, W. (2021). Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School. Australian Journal of Teacher Education, 46(7). http://dx.doi.org/10.14221/ajte.2021v46n7.6

Gibbs, K., & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research, 109. https://doi.org/10.1016/j.ijer.2021.101799

Ginja, T. G., & Chen, X. (2020). Teacher educators' perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781-798. https://doi.org/10.29333/iji.2020.13448a

Haelermans, C. (2022). The Effects of Group differentiation by students' learning strategies. Instructional Science, 50(2), 223-250. https://doi.org/10.1007/s11251-021-09575-0

Han, J., & Yin, H. (2016). Teacher motivation: Definition, research development and implications for teachers. In Cogent Education (Vol. 3, Issue 1). Taylor and Francis Ltd. https://doi.org/10.1080/2331186X.2016.1217819

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy insights from the behavioral and brain sciences, 3(2), 220-227. https://doi.org/10.1177/2372732216655542.

Heacox. (2012). Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners (Updated Anniversary ed.). Free Spirit Publishing.

Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1). https://doi.org/10.1016/j.heliyon.2022.e08828

Karst, K., Bonefeld, M., Dotzel, S., Fehringer, B. C. O. F., & Steinwascher, M. (2022). Data-based differentiated instruction: The impact of standardized assessment and aligned teaching material on students' reading comprehension. Learning and Instruction, 79. https://doi.org/10.1016/j.learninstruc.2022.101597

Lindner, K. T., Nusser, L., Gehrer, K., & Schwab, S. (2021). Differentiation and Grouping Practices as a Response to Heterogeneity - Teachers' Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.676482

Marks, A., Woolcott, G., & Markopoulos, C. (2021). Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers. International Electronic Journal of Mathematics Education, 16(3). https://doi.org/10.29333/iejme/11198

Mathew, P., Mathew, P., Prince, M., & Peechattu, J. (2017). Reflective practices: A means to teacher development. In Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.

Merriam, S.B. (2009). Qualitative research: a guide to design and implementation. Jossey-Bass.

Mitchell, K.M.W, & Manzo, W.R. (2018). The Purpose and Perception of Learning Objectives, Journal of Political Science Education, 14(4), 456-472. https://doi.org/10.1080/15512169.2018.1433542

Nunley. (2006). Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Corwin Press.

Oliver, M., Avramides, K., Clark, W., Hunter, J., Luckin, R., Hansen, C., & Wasson, B. (2018). Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers' practice. Teacher Development, 22(4), 587-606. https://doi.org/10.1080/13664530.2017.1381642

Pedler, M., Yeigh, T., & Hudson, S. (2020). The Teachers' Role in Student Engagement: A Review. Australian Journal of Teacher Education, 45(3). http://dx.doi.org/10.14221/ajte.2020v45n3.4

Pozas, M., Letzel, V., Lindner, K. T., & Schwab, S. (2021). DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students' Well-Being, Social Inclusion and Academic Self-Concept. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.729027

Pozas, M., Letzel-Alt, V., & Schwab, S. (2023). The effects of differentiated instruction on teachers' stress and job satisfaction. Teaching and Teacher Education, 122. https://doi.org/10.1016/j.tate.2022.103962

Punch, K., & Oancea, A. (2014). Introduction to research methods in education (2nd ed.). SAGE Publication.

Puteri, L. H. (2018). The Apperception Approach for Stimulating Student Learning Motivation. International Journal of Education, Training and Learning, 2(1), 7-12. https://doi.org/10.33094/6.2017.2018.21.7.12

Putra, G.S. (2023). The misconception in differentiated instruction practices: A literature review. Open Journal of Social Science, 11(1), 1-10. https://doi.org/10.4236/jss.2023.111022

Reddy, L. A., & Dudek, C. M. (2014). Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices. International Journal of School and Educational Psychology, 2(2), 71-84. https://doi.org/10.1080/21683603.2013.876951

Sellars, M. (2012). Teachers and Change: The Role of Reflective Practice. Procedia - Social and Behavioral Sciences, 55, 461-469. https://doi.org/10.1016/j.sbspro.2012.09.525

Sewagegn, A.A., (2020). Learning Objective and Assessment Linkage: Its Contribution to Meaningful Students Learning. Universal Journal of Educational Research, 8(11), 5044-5052. https://doi.org/10.13189/ujer.2020.081104

Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. In Frontiers in Psychology (Vol. 10). Frontiers Media S.A. https://doi.org/10.3389/fpsyg.2019.02366

Smets, W. (2017). High Quality Differentiated Instruction - A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom. Universal Journal of Educational Research, 5(11), 2074-2080. https://doi.org/10.13189/ujer.2017.051124

Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and Teacher Education, 28(8), 1152-1162. https://doi.org/10.1016/j.tate.2012.07.003

Suphasri, P., & Chinokul, S. (2021). Reflective Practice in Teacher Education: Issues, Challenges, and Considerations, 62, 236-264.

Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. https://doi.org/10.1016/j.tate.2017.06.020

Tapper, N., & Horsley, J. (2019). Differentiation in the Secondary School Classroom. Kairaranga, 15, 40-46. https://doi.org/10.54322/kairaranga.v18i2.229

Taylor, S. (2017). Contested Knowledge: A Critical Review of the Concept of Differentiation in Teaching and Learning. In Transforming Teaching WJETT (Vol. 1), 55-68.

Tetzlaff, L., Hartmann, U., Dumont, H., & Brod, G. (2022). Assessing individualized instruction in the classroom: Comparing teacher, student, and observer perspectives. Learning and Instruction, 82. https://doi.org/10.1016/j.learninstruc.2022.101655

Tomlinson, C.A. (1999). Differentiated Classroom: Responding to the Needs of All Learners. Association for Supervision & Curriculum Development.

Tomlinson, C. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development, c2001

Turner, W. D., & Solis, O. J. (2017). The Journal of Effective Teaching an online journal devoted to teaching excellence. In The Journal of Effective Teaching (Vol. 17, Issue 3).

Van der Kleij, F., & Adie, L. (2020). Towards effective feedback: an investigation of teachers' and students' perceptions of oral feedback in classroom practice. Assessment in Education: Principles, Policy and Practice, 27(3), 252-270. https://doi.org/10.1080/0969594X.2020.1748871

Yaacob, Z., & Saad, N. H. M. (2020). Acceptance of YouTube as a Learning Platform during the Covid-19 Pandemic: The Moderating Effect of Subscription Status. TEM Journal, 9(4), 1732-1739. https://doi.org/10.18421/TEM94-54

Yuen, S. Y., Leung, C. C. Y., & Wan, S. W. Y. (2022). Teachers' perceptions and practices of differentiated instruction: Cross-cultural validation of the differentiated instruction questionnaire in Hong Kong. International Journal of Educational Research, 115. https://doi.org/10.1016/j.ijer.2022.102044

Yüksel, I. (2012). The importance of students' readiness levels in program evaluation studies. Procedia - Social and Behavioral Sciences, 31, 908-912. https://doi.org/10.1016/j.sbspro.2011.12.167

Zerai, D., Eskelä-Haapanen, S., Posti-Ahokas, H., & Vehkakoski, T. (2021). The meanings of differentiated instruction in the narratives of Eritrean teachers. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2021.1914712

Download

Share

COinS