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Research and publications on differentiation instruction in various subjects have developed rapidly in the world. Unfortunately, this trend is not directly proportional to the subject of physical education, even though differentiation instruction is the latest learning trend that is based on student learning needs. This research aims to analyze the metrics and visualization of differentiation instruction publications over the last ten years (2013-2023) using the literature review method. Google Scholar inspection using the Publish or Perish application only found nine articles (out of 16 articles) that met the VOSviewer visualization analysis criteria. As a result, the highest publication metrics were only three articles in 2014 and 53 citations as the highest top citations in 2019 for two articles. Network term differentiation is limited to three terms: analysis, lesson, and education. The VOSviewer visualization confirms that differentiation instruction has great potential to be developed in physical education to contribute to fulfilling students' learning experiences by their learning potential preferences. Future research can consider aspects of differentiation instruction that are not limited to teachers evaluating student learning outcomes based on differentiation instruction, and using differentiation instruction to improve various skills that help students survive in real life. [ABSTRACT FROM AUTHOR]

In light of mixed findings in existing input enhancement research, Issa and Morgan-Short in a 2019 article urged researchers to compare the relative effects of input enhancement that taps into learners' attention to the external format of second language (L2) target forms (e.g. through capitalizing or boldfacing the forms) and input enhancement that taps into learners' attention to the internal attributes of L2 target forms (e.g. via increasing the frequency of the forms). In response to this call, the study described in this article drew on a pretest-treatment–posttest-experimental-design to explore whether working memory (WM) capacity modulates the extent to which L2 learners benefit from input enhancement engaged by internal and external attentional manipulations for partially-acquired L2 vocabulary. Analyses of these learners' lexical gains under different experimental conditions showed that although compound input enhancement engaged by internal attentional manipulations did indeed lead to better lexical gains, such manipulations did not unequivocally lead to greater gains than the external manipulations in all cases. Furthermore, simple input enhancement engaged by internal attentional manipulations (i.e. varying the contextual supports for the target words) could be as effective as compound input enhancement. Importantly, we found that the aforementioned pedagogical effects of internal and external manipulations were both modulated by differences in WM capacity, albeit to differing extents. Insights from this study provide important pedagogical implications for differentiated input enhancement theory and practice. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study attempts to characterize the use of differentiated learning management in Islamic religious education classes at MAN Karo in Kabanjahe, North Sumatra, specifically in class X. This study employs descriptive research methodologies in a qualitative manner. The information used by the author to describe the organization, implementation, supervision, and evaluation of differentiated learning comes from responses, opinions, and information that is described in the form of problems using data collection techniques such as interviews, documentation, and observation. The study's findings indicate that MAN Karo's implementation of differentiated learning management in Islamic religious education classes has been successful and efficient in four areas: first, class organization; second, learning resource organization; and third, learning methods or models. These strategies allow students to become well-conditioned before class, during class, after instruction, and during evaluation. Second, differentiation in learning environments, products, procedures, and content is part of implementation. Third, monitoring, supervision, assessment, reporting, and follow-up tasks are all included in regular and continuous supervision.

This research was motivated by the low interest in learning and the low learning outcomes of students. This is because the learning that is carried out does not follow the students' wishes and ability level, so students are less active and have a low interest in learning science. Learning interests will affect the learning outcomes of students. This class action research aims to improve learning outcomes and students' interest in learning by using differentiated learning using the TaRL approach with the help of the inquiry learning model. TaRL learning is learning by grouping students according to their ability level. This study was conducted at SMPN 49 Surabaya in class 8B. The research data collection method used a questionnaire about students' interest in learning, an observation sheet for the implementation of learning, and a written test to determine students' learning outcomes. The design used in this study was the Tagart and Kemmis cycle model, and the data obtained was analyzed using classical learning completeness. The results showed that differentiated learning using the TaRL approach improved student learning outcomes with a percentage increase of 37% and an increase in the average score of 17.10. In addition, the results showed that students' interest in learning experienced a rise in categories from the initial condition, which had a poor category, to a good category at the end of the cycle. Based on the study's results, it can be concluded that applying differentiated learning using the TaRL approach can improve learning outcomes and student interest in the learning cycle.

The learning process expected by Curriculum Merdeka is to pay attention to the differences in the cognitive level of each student, and teachers facilitate each of those differences with differentiated learning. In addition, the assessment also follows the change, that the assessment no longer has to be carried out only at the middle of the semester or the end of the semester. However, expected assessments are those that are also carried out before, process, and after learning. The purpose of this activity is to provide training to elementary school teachers to design differentiated learning. In addition, it also equips teachers to be proficient in using the Quizizz application as an interactive assessment media. This activity was carried out in six sessions which were divided into seminars and training. The results of the activity showed an increase in the knowledge of the teacher about differentiated learning. In addition, improvements were also seen in the skills of elementary school teachers in using the Quizizz application as an interactive assessment tool. This training can encourage teachers to use smart devices in teaching and learning activities, as a stimulus for students to learn fun, in accordance with technological developments.

This study aims to examine differentiated learning from the perspective of constructivist educational philosophy, namely the application of differentiated learning and the relationship between constructivism and differentiated learning. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis). This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2014-2024. The data analysis technique for this research used thematic analysis. The result showed that the nature of learning differs from the perspective of constructivist educational philosophy regarding basically every student's knowledge. Constructivism includes a learning process where students must build their knowledge through knowledge and experience that has existed in students before. In learning, teachers help students reconstruct information by presenting meaningful learning. Meaningful in this sense, teachers must be able to organize learning by considering each student's uniqueness because each student is a different individual. The findings in this study showed that the application of differentiated learning based on the educational philosophy of constructivism can be a reference for teachers to direct students in constructing their knowledge independently by paying attention to all aspects of each student's learning. The implication of this study is to provide knowledge to teachers and prospective teachers, namely that the educational philosophy of constructivism can guide learning theory in the application of differentiated learning. Later, it can help improve the quality of learning, which will also increase human resources in Indonesia and help achieve national development goals.

This study aims to produce a model that can meet the needs of Differentiated Learning based on AI. This method used research and development (R&D) with the Generic Desain Research Model (GDRM). The subject of this study was mathematics education experts and mathematics learning model experts. Instruments used in this study include quality validity assessment and feasibility assessment analysis. The data analysis techniques used were quantitative methods with learning model validity assessment criteria that use A Linkert Scale of 1-4. The test results of the AI-based Mathematics learning model show that (1) the Content Validity test resulted in an average of 3.47 which means the model is very valid, and (2) The average feasibility test is 3.43, which means it is also very valid. The results showed that the AI-based Mathematics learning model can be implemented in differentiated mathematics classes and train students to learn independently, think critically, provide solutions to problems, and have the courage to convey solutions.

Study Purpose. The research explores the effectiveness of differentiated learning strategies in addressing obstacles encountered by students in physical education. It focuses on tailoring teaching methods to accommodate individual differences in readiness, learning profiles, and interests, aiming to enhance engagement and learning outcomes. Materials and methods. Using qualitative methods, including interviews and observational analysis, the study investigates the impact of differentiated learning, particularly through the use of Information and Communication Technology (ICT) in rhythmic gymnastics instruction. Observations suggest that video-assisted instruction increases student interest and engagement, facilitates self-reflection and promotes autonomy. Results. The findings highlight the positive influence of differentiated learning on engagement and learning outcomes, promoting equity and inclusion in the classroom. Conclutions. The study underscores the importance of adapting teaching methods to meet students' diverse needs, ultimately contributing to their overall well-being in physical education and beyond.

This research aims to understand the process of designing instructional materials, implementing differentiated teaching strategies, and assessment in Islamic Religious Education. The study falls under the category of qualitative field research, focusing on investigating and describing the conditions or phenomena that occur in the field without manipulating variables. In this context, a descriptive approach is used to illustrate the processes of differentiated learning in the subject of Islamic Religious Education. The research was conducted during the second semester of the 2023-2024 academic year in February 2024. Data collection techniques included interviews, observations, and documentation. Data analysis involved data collection, reduction, display, and drawing/verifying conclusions. The findings indicate that differentiated learning in the independent curriculum for Islamic Religious Education at SD Negeri 106190 Kota Pari Pantai Cermin has been implemented successfully in accordance with the steps of differentiated learning. Firstly, teachers conducted Cognitive and Non-Cognitive Diagnostic Assessments to determine the readiness for learning as well as the interests, talents, and learning styles of each student. Secondly, teachers designed teaching modules tailored to the initial assessment results. Thirdly, teachers implemented differentiated teaching strategies through content, process, and product differentiation. Fourthly, teachers evaluated and reflected on the learning process. Through this differentiated learning approach, students become more active, creative, and innovative, finding learning more enjoyable. This helps to increase students' interest in learning, particularly in Islamic Religious Education, and assists them in becoming independent learners who appreciate diversity. [ABSTRACT FROM AUTHOR]

This study describes teachers’ perceptions of implementing education transformation after the Corona Virus Disease 2019 (COVID-19) pandemic. The research method uses a mixed-method approach: quantitative and qualitative. Quantitative data collection using questionnaires. Analysis of quantitative data using the Rasch model. Qualitative data analysis through the collection, reduction, and presentation. The respondents of this research are 389 teachers in Indonesia. The questionnaire instrument contains 21 items of statements. Before being sent to teachers via the Google form, the questionnaire had met the readability test by 10 teachers. This research found that the most effortless education transformation is related to the education ecosystem. However, implementations still challenging to implement are related to pedagogy, especially the implementation of differentiated learning. Therefore, this study implies that the educational ecosystem needs to be maintained. Meanwhile, pedagogics, especially those related to differentiated learning, must be improved with various training to recognize student learning styles, multiple intelligences, learning readiness, teacher socio-emotional, and student socio-cultural. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Industry 4.0 era is characterized by the development of technology and the existence of flexible and effective data exchange. This has an impact on the emergence of new jobs that require the ability to solve problems effectively and efficiently, especially computational thinking. This Classroom Action Research aims to improve students’ computational thinking (abstraction, data collection, data analysis and algorithms) in solving problems about probability through problem-based learning integrated with differentiation learning. This research was conducted in four stages: planning, implementation, observation, and reflection. Thirty-four students of class X-E7 SMA Negeri 5 Surakarta in Indonesia were the subjects of this research. It was concluded that the application of problem-based learning model integrated with differentiated learning (content and process) significantly improves students’ computational thinking skills and promotes cognitive development through problem-solving activities. The improvement of computational thinking ability is caused by: data collection activities in the form of dice/coin simulations, abstraction activities of sample points and important information in the problem, activities to formulate solution steps (algorithms) and data analysis activities in the form of interpretation of results and calculations. Differentiated learning (content and process) plays a role in improving students’ computational thinking through ability-based scaffolding and content based on their interests and learning modalities.

Abstract This research analyzes how differentiated learning is implemented in Pancasila and citizenship education subjects. Differentiated learning pays attention to the differences and uniqueness that each student presents. There are four aspects of differentiated learning: content, process, product, and learning environment. Each student also has different learning tendencies or styles, such as visual, auditory, and kinesthetic. The systematic literature review (SLR) research aims to describe the application of differentiation in Pancasila and Civic Education subjects. The method used in this research is a literature study that analyzes the application of differentiated learning in Pancasila and citizenship education subjects. Various literature was obtained from multiple scientific research from 2021-2023 with the help of Google Scholar with the keyword "differentiated learning." From the articles obtained, identification, data selection, feasibility testing, and data analysis were then carried out to receive 9 articles following the literature review's objectives. The results of this literature review revealed that there are factors in implementing differentiated learning, namely effective learning strategies, that make students appear more active. It can be concluded that the effective implementation of differentiated learning can increase students' interest in learning. ----------------- Abstrak Penelitian ini bertujuan untuk menganalisis bagaimana penerapan pembelajaran berdiferensiasi pada mata PPKn. Pembelajaran berdiferensiasi memperhatikan bagaimana perbedaan serta keunikan yang dimunculkan oleh setiap peserta didik. Terdapat empat aspek dalam pembelajaran berdiferensiasi yang terdiri dari konten atau isi, proses, produk, dan lingkungan belajar. Setiap peserta didik juga mempunyai kecenderungan atau gaya belajar yang berbeda-beda seperti, visual, auditori dan kinestetik. Penelitian kajian kepustakaan sistematis (systematic literature review) bertujuan untuk mendeskripsikan penerapan pembelajaran berdiferensiasi pada mata pelajaran PPKn. Metode yang dipakai dalam penelitian ini adalah studi literatur yang digunakan untuk menganalisis penerapan pembelajaran berdiferensiasi pada mata pelajaran PPKn. Berbagai literatur diperoleh dari berbagai penelitian ilmiah dari tahun 2021-2023 dengan bantuan google scholar dengan kata kunci “pembelajaran berdiferensiasi”. Dari artikel yang didapatkan, kemudian dilakukan identifikasi, pemilihan data, uji kelayakan serta analisis data sehingga diperoleh 9 artikel yang sesuai dengan tujuan kajian literatur. Hasil literature review ini mengungkapkan bahwa terdapat faktor dari keterlaksanaan pembelajaran berdiferensiasi, yaitu strategi pembelajarannya yang bersifat efektif dan membuat siswa menjadi semakin terlihat lebih aktif. Dapat disimpulkan bahwa implementasi pembelajaran berdiferensiasi secara efektif dapat meningkatkan minat belajar siswa.

The availability of interactive-based student worksheets that also take into account differences in learning styles is necessary to address the challenges of the digital era in teaching short story writing. This research aims to develop Student Worksheets (LKPD) based on Gofin (Interactive Google Form) for short story text learning with the application of a differentiated approach that is suitable for interests, abilities, and learning styles. This developmental research adapts the ADDIE model and carries out three steps, namely analysis, design, and development. The implementation and evaluation steps are conducted in subsequent research. The research results indicate that this LKPD is highly suitable and engaging with a material validity rate of 87%, media validity of 83%, and student response of 96%. This LKPD is designed to accommodate differences in students' learning styles (kinesthetic, auditory, visual) so that learning objectives can be maximally achieved.

This research aims to develop teaching materials based on differentiated learning to improve critical thinking dimensions of the Pancasila Learner Profile for students in elementary schools. This research uses the Design and Development (D&D) method using the ADDIE model, which consists of five stages, i.e., analysis, design, development, implementation, and evaluation. The research participants comprised grade 3 elementary school students, material experts, media experts, and learning experts. The data collection techniques used in this study were filling out work logs, testing expert validation, and learner assessments. The analysis used in this research is qualitative and quantitative data analysis. The results of this study are teaching materials in three series, namely visual series, audio series, and kinesthetic series. The study results were teaching materials obtained a validation assessment with an outstanding category. Then, to test the effectiveness of N-Gain, the results showed effectiveness in the moderate category. Thus, Teachers can utilize this differentiated teaching material to teach the material and develop students' critical thinking skills in learning IPAS in elementary school.

The low level of teacher skills in creating independent curriculum teaching modules based on differentiated learning in Indonesia as well as in North Dempo District means that the quality of learning is not yet optimal. The community service carried out in Pagar Alam City is a form of effort to increase teacher professionalism in creating independent curriculum teaching modules. The aim of implementing community service is to increase teachers' understanding and skills in creating independent curriculum teaching modules based on differentiated learning. The methods used in implementing community service are socialization, training, practice, mentoring, and evaluation. This training material was carried out in two stages, where the first stage focused more on providing information about material related to teaching modules, differentiated learning, and differentiated learning-based teaching modules. The second stage of training focused on creating independent curriculum teaching modules. Community service program training participants were very satisfied with the training in creating independent curriculum teaching modules based on differentiated learning.

The implementation of Kurikulum Merdeka presents differentiated learning. Some challenges in implementing differentiated learning are teachers' expertise and insufficient resources. Moreover, the execution of Kurikulum Merdeka at all education levels often perplexes many teachers. Meanwhile, the literature findings indicate that there is still minimal research related to differentiated learning, emphasizing the need for studies on the impact of differentiated approaches. This study aims to explain the implementation strategy of differentiated learning and review its effectiveness in learning Kurikulum Merdeka. This research uses a qualitative descriptive approach with a literature review method. Data is obtained from articles and publications that align with the writing topic. The finding of this study is that differentiation learning is implemented through the differentiation of content, processes, products, and environments. Differentiated teaching, assessment, and learning activities should accommodate diverse student learning styles, interests, and readiness levels. Differentiated learning can be effectively applied to learning. Differentiated learning has a positive effect on learning in terms of learning outcomes and learning processes. Differentiated learning can improve student academic achievement, positively affecting student motivation, participation, independence, learning concentration, self-confidence, and understanding of the material. Abstrak Implementasi kurikulum merdeka menghadirkan pembelajaran berdiferensiasi. Beberapa tantangan dalam penerapan pembelajaran berdiferensiasi adalah keahlian guru dan keterbatasan sumber daya. Terlebih lagi, penerapan Kurikulum Merdeka di semua jenjang pendidikan seringkali membingungkan banyak guru. Sementara itu, temuan literatur menunjukkan masih minimnya penelitian terkait pembelajaran berdiferensiasi, sehingga menekankan perlunya kajian mengenai dampak pendekatan berdiferensiasi. Tujuan penelitian ini ialah menjelaskan bagaimana strategi implementasi pembelajaran berdiferensiasi dan meninjau efektivitasnya dalam pembelajaran Kurikulum Merdeka. Penelitian ini memakai pendekatan deskriptif kualitatif dengan metode literature review. Data diperoleh dari artikel maupun publikasi lain yang selaras dengan topik tulisan. Temuan penelitian ini ialah pembelajaran diferensiasi diimplementasikan melalui diferensiasi konten, proses, produk, dan lingkungan. Pengajaran, penilaian, dan aktivitas pembelajaran berdiferensiasi harus mengakomodasi keragaman gaya belajar, minat, dan tingkat kesiapan siswa. Pembelajaran berdiferensiasi efektif untuk diterapkan dalam pembelajaran. Pembelajaran berdiferensiasi berpengaruh positif dalam pembelajaran dari segi hasil belajar maupun proses belajar. Pembelajaran berdiferensiasi dapat meningkatkan prestasi akademik siswa, memberikan pengaruh positif terhadap motivasi, partisipasi, kemandirian, konsentrasi belajar, rasa percaya diri, dan pemahaman materi siswa. Kata Kunci: Efektivitas: Kurikulum Merdeka; pembelajaran berdiferensiasi; strategi

In the modern era of dependence on energy resources, insufficient understanding of energy concepts can hinder an individual’s ability to make wise decisions about energy use, address environmental problems, and contribute to sustainable development. The urgency of integrating education for sustainable development (ESD) into an educational curriculum that is adapted based on students’ conditions is becoming increasingly clear. This research aims to develop a teaching module on energy concepts oriented toward ESD with a differentiated learning approach (teaching at the right level). The module development methodology follows the analysis, design, development, implementation, and evaluation (ADDIE) framework, focusing on the development stage. The development process involved in-depth analysis of the different ESD learning needs of students, so that the modules could be tailored to their level of understanding and learning styles. The results of this research are teaching modules that are innovative and relevant to global energy and ESD issues. This module has not yet undergone the implementation stage but has gone through a careful development stage. The benefits of teaching modules developed with a differentiated approach to energy concepts, within the ESD framework, can contribute to a better understanding of energy and sustainability issues throughout the world. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A major challenge for sociology teachers is to teach students the complex sociology subject matter based on their learning needs. The purpose of this study is to explore the strategies used by sociology teachers in applying differentiated learning at the high school level in Makassar City. This research is a qualitative research that uses teachers and students as research informants. Data were collected through interviews, observations, and documentation. Data analysis was done through the stages of data collection, data reduction, and data presentation. Results show that sociology teachers in Makassar City have implemented effective strategies for differentiated learning. These include the use of diverse learning resources other than textbooks, namely audiovisual materials in the form of videos and presentation slides; visual materials in the form of infographics, images, and maps; utilizing relevant articles from blogs and Conference Papers; and initial assessments to identify students’ individual needs in the form of questionnaire filling, diagnostic tests, and pretests. Group formation is flexible based on the student’s ability and group members are rotated in each meeting, applying various learning methods and models, such as problem-based learning, and combining it with cooperative learning models. The teachers also provide additional support in the form of having discussions with students, answering their questions, assigning different assignments, and providing additional material. The findings of this research are expected to contribute to developing different learning approaches, especially in sociology subjects. [ABSTRACT FROM AUTHOR]

The mathematical abilities of students with reasoning are closely interrelated. The HOTS-type problem is an effort to improve reasoning ability. The ability of students to solve HOTS questions is still relatively low. Through a differentiated learning model, it is expected to help students in the learning process that suits their needs. The purpose of this study is to describe the application of differentiated learning models and describe the mathematical reasoning ability of students who have low, medium, and high abilities. This type of research is qualitatively descriptive with instruments in the form of observation sheets, questionnaires, test questions and interviews. Data analysis techniques include data reduction, data presentation, and conclusions. Test the validity of data using triangulation techniques. The results of this study show that differentiated learning can improve students' ability to reason. Four indicators of mathematical reasoning are, students' ability to present mathematical problems in the form of written statements, students' ability to make conjectures, students' ability to manipulate mathematics, and students' ability to draw conclusions from problems. Subjects with a high level of reasoning meet two indicators. Whereas subjects with moderate levels of reasoning met only three indicators and subjects with low levels of reasoning met only two indicators. Mathematics teachers should provide learning that is in accordance with the learning style of students and students should also do HOTS type questions more often. [ABSTRACT FROM AUTHOR]

This article describes the implementation of differentiated learning in history subjects at SMAN 23 Tangerang Regency. This research method uses qualitative methods, with a single case study strategy. The research method in this study is a qualitative method. The validity of the data used in this research uses triangulation of data sources and methods. The data was obtained through in-depth interviews, observation and document study. Research results: First, the history teacher's learning planning has prepared and implemented a history module that uses a differentiated learning approach. Second, implementation of learning, history teachers apply learning in the form of differentiation of content, processes and products for material on ancestral origins, four theories of ancestral origins, and their relationship to current Indonesian society. Third, learning evaluation, teachers use assessments based on cognitive, affective and psychomotor aspects. Fourth, the impact of differentiated learning in history subjects is improving critical and creative thinking skills in history learning. Fifth, the obstacles experienced are inadequate facilities and infrastructure, and also insufficient learning time.

Purpose – The development of a dynamic cultural life marked by advances in science and technology is an inevitable reality. The curriculum is constantly evolving and improving due to various factors, such as the implementation of the Independent Curriculum. However, based on observations in several schools, especially in secondary schools that have implemented the Independent Curriculum, it is known that learning that considers the diversity of students is still rarely applied in the classroom, including in the Indonesian language subject. Teachers still tend to apply uniform learning. In the field, many teachers are still confused about how to implement differentiated learning. This study aims to analyze differentiated learning in the observation report text material at SMA Negeri 1 Kuta. Method – This research uses a qualitative descriptive research design. The sample in this study amounted to 72 respondents. The data instruments used are observations, observations, and interviews with data validity techniques using data credibility tests with reference materials, member checks, and triangulation. Findings – The results of this research state that the application of differentiated learning in the Observation Report Text material for Class X Students of SMA Negeri 1 Kuta has been carried out optimally and adapts to four basic elements such as content, processes, products, and student learning environments are following the expected goals. Research Implications – This research implies that differentiated learning can be used by teachers to further enhance the products, processes, content, and learning environment that are suitable for students' interests and talents. This aims to ensure students understand the material and achieve the learning objectives.

Teachers must attempt to learn about students' learning styles, psychological conditions, emotions, and personal conditions through non-cognitive diagnostic assessments. No one can learn purely visual, auditory, or kinesthetic since they are all prejudiced. Therefore, another non-cognitive approach is needed, specifically graphology. The study aims to determine changes in learning model methodology application that are appropriate to the students' conditions. The research method used by the researcher was a qualitative descriptive method. This study describes the results of analyzing students' handwriting in X-1 class of SMA Mutiara Islami Plus Bekasi. Several categories were analyzed, including the writing slant, writing line slant, writing size, word, and line spacing in writing, as well as the letter analysis (a, t, and j). The analysis results were organized in differentiated learning using a method of Inquiry Training Learning. This handwriting analysis can assist educators in discovering and determining students' interests and talents further.

Students play a crucial role in the learning process at school, and creating a fun and engaging learning environment that can positively impact their interest and active participation. However, accommodating the diverse learning styles and needs of students can be a challenge for teachers. To address this, differentiated learning activities are considered appropriate, as they focus on meeting the individual needs of students and allow educators to respond effectively in the classroom. This study aims to assess the effectiveness of differentiated learning in improving the activity and learning outcomes of Grade X Geography students, specifically focusing on the Anthroposphere material at SMAN 4 Sidoarjo during the academic year 2022/2023. To investigate the effectiveness of differentiated learning, a one-shot case study experimental design was employed. The study involved 40 students and utilized the one-shot case study model. The results revealed that the implementation of differentiated learning effectively improved the activity and learning outcomes of Grade X-C Geography students in relation to the Anthroposphere material at SMAN 4 Sidoarjo during the academic year 2022/2023.

This research aimed to comprehensively examine the implementation of differentiated learning strategies for underachiever students—those with untapped potential not commensurate with their academic performance. Employing a descriptive qualitative approach, the study focused on fourth-grade students chosen for their underachieving characteristics. Data collection involved in-depth interviews with the underachieving students, exploring their perspectives on differentiated learning, experiences during the learning process, and the impact on their comprehension of study materials. The analysis revealed valuable insights into the students' opinions regarding the benefits and challenges associated with differentiated learning. It delved into how this approach influenced their understanding of the subject matter, shedding light on the nuanced responses of underachiever students to the application of differentiated learning. The findings from this study offer a profound understanding of how underachiever students perceive and engage with differentiated learning methods. The implications extend to providing educators with crucial insights for designing effective learning strategies tailored to meet the unique needs of underachiever students. By incorporating these insights, educators can enhance academic performance, support the unfolding potential of underachieving students, and contribute to their overall development. This research contributes to the ongoing discourse on improving educational practices for diverse learning needs. [ABSTRACT FROM AUTHOR]

The implementation of the Merdeka curriculum at SMA Makassar City poses a significant challenge for sociology teachers in implementing differentiated learning. This type of qualitative research with a case study approach was used in this study which focused on the phase of teacher adaptation to an independent curriculum. Teachers from various backgrounds from both public and private schools were the main informants in this study. Data were collected through in-depth interviews, and observations made during the differentiated learning process were applied by teachers. The data obtained is then analyzed through three stages., Validation through source triangulation. The results of the study found that there are at least four main obstacles faced by teachers in their efforts to implement differentiated learning. First, the complexity of the process in differentiated learning causes some teachers to feel overwhelmed in designing and managing learning experiences that fit students' individual needs. Second, limited resources such as diverse teaching materials and different assessment instruments pose a real challenge in providing effective responses to variations in student styles and levels of understanding. Third, it is difficult to ensure active involvement of students in the classroom mainly due to time constraints and students' skills that are still developing. Fourth, teachers' understanding and skills in applying differentiated learning are still lacking The barriers found in this study are real challenges faced by sociology teachers, and indicate the need for more intensive training and support to optimize differentiated approaches in the sociology learning process. [ABSTRACT FROM AUTHOR]

This work details the ramifications of online learning using a novel, personalized learning system regarding high-school students' experiences, attitudes, self-efficacy, and achievements during the 2020–2021 school year. Although research has explored the implications of remote and online learning on education worldwide, little attention was dedicated to high-school students' experience with, and their inclination towards, learning with such systems. The research was conducted on high-school chemistry students in a mixed-method approach. We found a significant rise in students' attitude towards the use of technology in chemistry classrooms, and their self-efficacy to learn chemistry using technology, whereas no significant change was found regarding students' attitudes towards the personalization of chemistry and chemistry as a subject. Students who learned using the system's personalization capabilities had a significant rise in their grades, compared with students who did not receive the full treatment. Qualitative analysis of students' responses to open-ended questions revealed the changes in students' experiences with the online, remote learning process, derived from their interfaces with the learning process, as they grew more accustomed to the system, understood it better, and saw its benefits to their chemistry learning. The reasons for the misalignment of the findings in this work, along with global trends in online learning are discussed, and future directions for research are proposed. [ABSTRACT FROM AUTHOR]

Inclusive education is the right of all students without exception. One of the learning strategies for the philosophy of inclusive education is differentiated learning. This study aims to develop differentiated learning assessment tools and carry them to the test in the field. The current study uses the Research & Development method, using the ADDIE approach model. Observation, documentation, the Likert scale, and questionnaires carried out data collection. The participants were 42 teachers and 17 experts for validated differentiated learning assessment tools. Then, the differentiated learning assessment tools were carried out to test in the field, 85 students with special needs from four inclusive schools in West Sumatra, Indonesia. Qualitative analysis was used to develop assessment instruments, while quantitative analysis was used to test instrument validation and measure students' level of involvement with special needs. The results showed that the differentiated learning assessment instrument consisted of four aspects, namely: (1) content, (2) process, (3) product, and (4) learning environment. The validity and reliability of learning assessment instruments are distinguished as being suitable for use with a high level of reliability. Teachers in inclusive schools can assess the readiness, interest, and learning profile of students with special needs. There was an increase in teacher skills in differentiated learning and the involvement of students with special needs in learning. [ABSTRACT FROM AUTHOR]

The article examines the possibilities of applying differentiated instruction in intensive English language learning (level B1). The essence of differentiation and the peculiarities when it is used in the educational process are clarified. The principles and elements of differentiated instruction are examined. Emphasis is placed on the possibilities for the application of this philosophy and approaches and strategies are proposed for the full and effective implementation of differentiated learning in intensive English language learning. [ABSTRACT FROM AUTHOR]

This study investigates the application of differentiated learning methods to boost student motivation in Islamic religious education at SMPN 23 Surakarta. Utilizing a qualitative approach, it examines the implementation process and its impact, highlighting strategies such as mapping learning needs, creating tailored learning plans across four aspects (content, process, product, and environment), and conducting reflective evaluations. This research shows the implementation of differentiated learning methods at SMPN 23 Surakarta in Islamic religious education subjects: 1) Mapping learning needs based on learning readiness, interests, and learning profiles. 2) Make a differentiated learning plan using four aspects (content, process, product, and environment). 3) Carry out differentiated learning by the learning implementation plan that has been made. 4) Reflect and evaluate after the learning process. The impact of differentiated learning methods in increasing student learning motivation at SMPN 23 Surakarta has a positive effect on students; students become more enthusiastic and motivated to participate in Islamic religious education learning activities.

Students might have different levels of reading skills due to their knowledge and background. Implementing differentiated learning can be a solution to overcome this diversity by helping them face challenges and achieve good reading comprehension in 21st-century education. This pre-experimental research aimed to explore the effect of differentiated learning on students’ reading skills. The application of this strategy focused on the aspects of process, content, and product differentiation. The participants were 29 eighth-grade students from one of the State Junior High Schools in Batu. The results indicate that implementing differentiated learning is effective in improving students’ reading skills since it helps them face challenges in reading, learn more vocabulary, provide a fun reading experience, and achieve learning objectives. Hence, it is suggested that English teachers implement differentiated learning to teach reading. Moreover, future research may explore students’ difficulties while implementing differentiated learning to learn reading.

There are many ways that can be done to find out the individual characteristics of each student. The purpose of this study was to determine the internal potential of 10th Grade “Halimah” Students by using graphological analysis based on general characteristics, which is the slope of the writing direction, the slope of the writing lines, the spacing between words, and the spacing between lines, and based on the general characteristics, which are the letters "I", "R", and "G". This study uses a qualitative descriptive research method. This method is used to describe the general description of the research, which are the characteristics of handwriting with the internal potential of students and to interpret graphology in several aspects. Then, this type of descriptive research is also capable of solving practical problems in the development of science, especially for graphological research. The stages of this research are handwriting analysis, triangulation through interviews, grouping results. The results of the analysis show that the internal potential of students is variative, so that appropriate learning methods or approaches are needed in order to achieve individual student learning goals

The article examines the issue of intra-school differentiation (Ukr. Transl. ‘внутрішньошкільна диференціація’) in primary education, actualized in the early 70s of the 20th century in Ukraine. Analysis of various types of sources proved that intra-school differentiation was initially realized in the form of levelling classes (Ukr. Transl. ‘класи вирівнювання’) (1975–1984) and then as a system of differentiated classes (Ukr. Transl. ‘диференційовані класи’) (1988–1990s). It had a number of benefits (it made it possible to implement an individual approach to learners with different levels of readiness for systematic schooling, cognitive abilities development; to provide comfortable conditions for gifted, standard, pedagogically neglected and mentally challenged students, etc.). The present research shows that due to a number of reasons such as problems with the preparation of educational and methodological supply, lack of school psychologists, psychological unwillingness of some teachers to change educational approaches to different categories of students, insufficient financing of the educational sector, etc., there was a certain disappointment at intra-school differentiation among the teachers and researchers and the collapse of differentiated classes in primary school of Ukraine in the late 90s of the last century.

This study aims to reveal the process of implementing differentiated learning and the implementation factors of Civics learning using differentiated learning in 4th grade. This qualitative research uses data in the form of descriptive data such as writing, speech, and behavior that can be observed. The research was conducted in the even semester of 2022 at SDN Adisucipto 1 Yogyakarta. Teacher research informants and grade IV students. Differentiated learning in Civics subjects carried out in class IV of SDN Adisucipto 1 Yogyakarta has a good impact on teachers and students in learning which is described in its application which consists of three stages: content differentiation, process, and product. Furthermore, the factors of differentiated learning implementation in PPKn class IV were also obtained, namely effective learning strategies and active student involvement. Penelitian ini bertujuan untuk mengungkapkan proses pelaksanaan pembelajaran berdiferensiasi dan faktor keterlaksanaan pembelajaran PPKn menggunakan pembelajaran berdiferensiasi di kelas IV. Penelitian kualitatif ini menggunakan data berupa data deskriptif seperti tulisan, perkataan dan perilaku yang bisa diamati. Penelitian dilakukan pada semester genap 2022 di SDN Adisucipto 1 Yogyakarta. Informan penelitian guru dan siswa kelas IV. Pembelajaran berdiferensiasi dalam mata pelajaran PPKn yang dilaksanakan di kelas IV SDN Adisucipto 1 Yogyakarta memberikan dampak yang baik bagi guru dan siswa dalam pembelajaran yang diuraikan dalam penerapannya yang terdiri dari tiga tahap: diferensiasi konten, proses dan produk. Selanjutnya, juga diperoleh faktor keterlaksanaan pembelajaran berdiferensiasi dalam PPKn kelas IV, yaitu strategi pembelajaran yang efektif dan keterlibatan siswa yang aktif.

The purpose of this study is to explain one of the uses of multimedia to support the PAI learning process, so that differentiated learning objectives can be achieved easily. This research uses qualitative types with a descriptive approach, which is a study that intends to understand the phenomenon of what is experienced by the research subject. The subjects in this study were a PAI teacher at SDN 215 North Bengkulu named Heri Budianto, M.Pd and 3 students grade VI named Fitratul Ikhsan, Ekha Diansyah Putra, and Anisa Saputra. The data collection techniques used in this study was interviews, documentation, and observation. The results of this study found that the use of multimedia in PAI learning can help teachers in teaching and better recognize the differences in student characteristics. Thus, students are more active, enjoy learning and can understand learning well and deeply.

Student’s learning outcomes were low in Mathematics. This study aimed to improve student’s learning outcomes with differentiated learning. Differentiated learning was used by differentiating the teaching approach to content and process. This research was a classroom action research which was divided into two cycles and began with pre-cycle. Each cycle consisted of planning, implementing, observing, and reflecting. The research subjects were 40 grade VIII-D student of SMP Negeri 8 Denpasar. This study used test and non-test instruments in the form of lesson observation sheets, interviews, and student’s learning outcomes tests. The results showed that in Cycle I the percentage of students who passed the minimum completeness criteria was 50% and then it increased in Cycle II to 77.5%, because it met the specified classical completeness, the research was stopped in Cycle II. Based on these results it could be concluded that there was an increase in student’s learning outcomes in Mathematics by applying the Differentiated Learning Approach.

This research aims to explore the implementation of students' sensory learning styles in creating differentiated content and the factors that contribute to it. The research method used was a case study with a qualitative approach. The data sources in this study were five science teachers in Grobogan District and the content documents/teaching materials they made. Interviews, questionnaires, and documentation were used to collect the data observation. In-depth observations were made in four state junior high schools. There were state junior high school 1 Purwodadi, state junior high school 1 Wirosari, state junior high school 1 Tegowanu, and state junior high school 1 Klambu. Five science subject teachers were interviewed to obtain data on implementing students' sensory learning styles in creating differentiated content and the factors that contribute to it. Questionnaires were given and filled out by the mover teachers after the interview. Documentation of content created by mover teachers was also carried out to obtain accurate data. Data validity used triangulation of sources and techniques. The results of the study showed that: (1) Students' sensory learning styles were implemented in the creation of differentiated content; (2) several factors contribute to the implementation of students' sensory learning styles in creating differentiated content, including internal factors and external factors. Internal factors include the teacher's educational background and teaching practices in class. The external factors consisted of facilities and infrastructure, and time.

The study aims to determine the effect of differentiated learning using learning style-oriented Student Worksheets (LKPD) on student learning outcomes in sound wave material at MAN Binjai T.P 2022/2023. This type of research is quasi-experimental, and the research design is a Control Group Pre-Test-Post-Test Design with a population of all students of class XI MIA MAN Binjai consisting of 4 classes. The research sample was taken by two classes determined by random sampling technique, with XI MIA-3 as the experimental class, totaling 35 people who were treated with differentiated learning using learning style-oriented worksheets, and the control class XI MIA-4, totaling 35 people who were given inquiry learning treatment. The instrument used was a multiple-choice test of learning outcomes with 15 validated questions and student learning activity assessment sheets in the experimental class. The results of the data analysis obtained an increase in student learning outcomes in the experimental class of 73.71 and the control class of 65.33. In addition, the increase in student activity in each meeting was very good. After implementing differentiated learning using learning style-oriented worksheets, the results significantly affected student learning outcomes in sound waves material at MAN Binjai T.P 2022/2023.

This study aimed to examine the relationship between EFL teachers' technological pedagogical knowledge (TPK) and ecological agency in responding to the differentiated learning policy in Indonesian high schools. A quantitative research design was employed, using a survey of EFL teachers in Indonesian high schools. A questionnaire gauging EFL teachers' TPK, ecological agency, and differentiated instruction practice was distributed online to 83 teacher participants. Results showed that the teachers possessed high levels of TPK, ecological agency, and differentiated learning implementation. Furthermore, TPK and ecological agency were strongly correlated with differentiated learning implementation, with teachers' ecological agency having a more significant impact on promoting differentiated instruction. Findings suggest that EFL teachers in Indonesia need to continue improving their professional development to enhance the quality of the implementation of differentiated learning in EFL teaching and learning. [ABSTRACT FROM AUTHOR]

This paper further explores the findings of a 2020 case study focused on the perspectives of parents of children aged 5–9 years old attending elementary schools in French language programs during the 2020 school closure and the potential legacy of the Coronavirus pandemic on education. In March 2020, the school learning of elementary school children in different school boards in Alberta moved to a novelty style of temporary 'homeschooling' format through virtual learning aided by parental support. Parents played an essential role during this learning process; ten parents shared their experiences in this study. Such experiences may be key to integrating more effective teaching and virtual learning practices and pinpointing potential shortcomings as students return to in-person learning. This paper focuses on three main aspects of coronavirus-induced 'homeschooling': The role of parental support, parents' perspectives of how young children learn in virtual learning environments, and pedagogical practices from curriculum design to implementation of differentiated learning practices. The study is significant as it may contribute to further understanding of how young children learn in virtual settings, the effectiveness of current educational practices, and the problematic legacy of the coronavirus for the future of education. [ABSTRACT FROM AUTHOR]