EKSPLORASI POLA PEMBELAJARAN BERBASIS DIFERENSIASI
STUDI KOMPARATIF ANTARA SDN 15 PARIT BINTANG DAN SDN 05 SUNGAI PADUAN
Abstract
This study aims to explore and compare the patterns of implementing differentiated instruction in two elementary schools, namely SDN 15 Parit Bintang and SDN 05 Sungai Paduan. The background of this research is based on the demands of 21st-century education, which require learning to be adaptive to the diverse characteristics of students. This study employed a qualitative approach with a descriptive comparative design. Data were collected through participant observation, semi-structured interviews, and document analysis, involving school principals and teachers as participants. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that the implementation of differentiated instruction at SDN 05 Sungai Paduan is more systematic and integrated compared to SDN 15 Parit Bintang. SDN 05 Sungai Paduan has implemented diagnostic assessment, a variety of instructional strategies, differentiation of process and product, as well as continuous formative assessment. In contrast, SDN 15 Parit Bintang still demonstrates partial implementation, characterized by uniform learning practices, limited mapping of students’ needs, and less varied use of strategies and learning media. These findings indicate that the success of differentiated instruction is highly influenced by teachers’ pedagogical readiness and the support of the school system. Therefore, strengthening teacher competencies and institutional support is necessary to create adaptive, inclusive, and student-centered learning.
References
Amin, M. A. H. (2024). The trends of differentiated instruction research: Bibliometric analysis spanning 1961–2023. Journal of Education for Sustainable Development Studies, 1(1), 29–41.
Chenyang, Y. (2023). Differentiated instruction: Motivation and academic achievement across distinct disciplines. Journal of Student Research, 12(4). https://doi.org/10.47611/jsrhs.v12i4.5817
Dulfer, N., Saito, T., & McKernan, A. (2025). Differentiated instruction: An investigation into the effect of class compositional factors on teaching processes. Asia Pacific Education Review, 26, 1041–1054. https://doi.org/10.1007/s12564-025-10065-y
Fauziah, Z., & Khoiriyah, S. (2024). Differentiated learning: A critical analysis. PAKAR Pendidikan, 22(2), 120–130.
Fowen, E., & Negara, I. M. (2024). Differentiated instruction: Benefits and classroom practices in English class. Jurnal Ilmiah Spectral, 10(2), 101–114.
Hall, T. (2002). Differentiated instruction. Effective Classroom Practices Report. Wakefield, MA: National Center on Accessing the General Curriculum.
Hidayat, L. E., Basthomi, Y., & Afrilyasanti, R. (2024). Exploring secondary school teachers’ creativity in differentiated instruction practices across Indonesian EFL classrooms. Thinking Skills and Creativity, 53, 101620. https://doi.org/10.1016/j.tsc.2024.101620
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140, 104464. https://doi.org/10.1016/j.tate.2023.104464
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
Nisa, Z., et al. (2023). Differentiated instruction to improve learning effectiveness. Jurnal Basicedu, 7(1), 112–120.
Ristiyati, R., Maryani, I., & Suyatno, S. (2023). Differentiated instruction in Indonesian classrooms: Challenges and opportunities. International Journal of Educational Management and Innovation, 4(3), 210–222.
Sari, D. R. (2023). Differentiated instruction: Meeting students’ diverse needs and uniqueness. In Proceedings of the AsiaTEFL Conference (pp. 140–147). https://doi.org/10.2991/978-2-38476-054-1_13
Saputri, L. A., Anwar, K., & Maruf, N. (2023). Exploring the impact of differentiated instruction on students’ perception, engagement, and motivation in EFL education. TELL-US Journal, 9(3), 623–644.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
Smets, W., & Struyf, E. (2020). A literature review on teachers’ implementation of differentiated instruction. Educational Research Review, 31, 100347. https://doi.org/10.1016/j.edurev.2020.100347
Sugiyono. (2018). Metode penelitian kualitatif, kuantitatif, dan R&D. Alfabeta.
Sugiyanto, S., Prihadi, S., & Arif, A. (2026). Research trends on differentiated instruction in secondary education and its relevance for SDG 4 quality education through bibliometric mapping. Discover Education. https://doi.org/10.1007/s44217-026-01304-4
Vacalares, A. B., Elbanbuena, C. O., & Comon, J. D. (2024). Differentiated instructional practices and academic performance in mathematics. European Modern Studies Journal, 8(4), 199–233.
Widayanti, N. K. A., et al. (2024). The implementation of differentiated instruction and its impact on student engagement. Jurnal Pendidikan Bahasa Inggris Indonesia, 12(2), 145–156.
