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Artigos de revistas sobre o tema "Differentiated learning instruction strategy"

Autor: Grafiati

Publicado: 7 de junho de 2025

Última modificação: 2 de agosto de 2025

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Gan, Shiyuan, Wei Zhang, Yi Wu, Yan Zheng, and Yibei Liu. "Differentiated Instruction Efficiency of the Design Courses for Engineering Majors in a Smart Education Environment." International Journal of Emerging Technologies in Learning (iJET) 18, no. 09 (2023): 86–100. http://dx.doi.org/10.3991/ijet.v18i09.39373.

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The differentiated instructional strategy has been widely applied in countries around the world. However, the differentiated instruction of the design courses for engineering majors still has some barriers in term of learners, teachers, and attributes of the design courses in the smart education environment. To discuss the influences of the differentiated instructional strategy of the design courses for engineering majors on course achievement of learners in the smart education environment, a case study based on the course of “Architectural Interior Hand-painted Renderings” was conducted using

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Iqbal, Javed, Abdul Majeed Khan, and Muhammad Nisar. "Impact of Differentiated Instruction on Student Learning: Perception of Students and Teachers." Global Regional Review V, no. I (2020): 364–75. http://dx.doi.org/10.31703/grr.2020(v-i).40.

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The present study examines the perceptions and influences of the teachers and the students in relation to differentiated education. The research population contains all the academic departments of Karakoram International University (KIU). Five departments were selected as sample of the study. Moreover 5 teachers and 10 students were selected from each department. The study objectives were 1) to find out teachers perception of differentiated instruction. 2) to find out students’ perception of differentiated instruction. 3) to examine how differentiated instruction, influence student classroom l

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Raza, Kashif. "Adapting Teaching Strategies to Arab Student Needs in an EFL Classroom." Journal of Ethnic and Cultural Studies 5, no. 1 (2018): 16–26. http://dx.doi.org/10.29333/ejecs/93.

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Despite vast research on differentiated instruction, little has been done on tailoring the instructional strategies for Arab student needs in an EFL classroom. However, language teachers endeavor to implement differentiated instruction by adapting materials and modifying teacher-talk for mixed-ability classrooms, this practice is not always treated as an indispensable strategy for implementing a relevant and effective Foreign Language (FL) teaching strategy. A classroom with distinct levels of language competencies requires instructors to address the learning needs of his/her students through

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Amor, L. Pallo, and S. Ferenal Estrella. "Differentiated Learning Instruction Strategy on Learners' Academic Achievement in Edukasyon Sa Pagpapakatao." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 05 (2025): 2278–89. https://doi.org/10.5281/zenodo.15380398.

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In modern times, teaching strategies are evolving from traditional ones to modern ones. Differentiated learning instruction is one of the teaching strategies that is diverse in nature and is flexible. This study was conducted to determine the effects of differentiated learning instruction strategy on learners’ academic achievement in EsP at Hinaplanan National High School, Hinaplanan, Claveria, Misamis Oriental, School Year 2023-2024. It specifically sought to find the effects of differentiated learning instruction strategy on learners’ academic achievement in Edukasyon sa Pagpapak

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Nursanti, Nursanti, Nurpadilah Nurpadilah, Raihana Saimima, and Jubaid Latukau. "Effectiveness of Differentiated Learning in Enhancing Social Studies Outcomes among Sixth-Grade Students." APLIKATIF: Journal of Research Trends in Social Sciences and Humanities 4, no. 1 (2025): 87–94. https://doi.org/10.59110/aplikatif.v4i1.562.

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Differentiated learning has gained attention as an inclusive instructional strategy that adapts to diverse student needs. This quasi-experimental study aimed to examine the impact of differentiated instruction on Social Studies learning outcomes among sixth-grade students at MIS Persiapan Negeri Namlea. Two groups were involved: an experimental group receiving differentiated instruction and a control group taught using conventional methods. Pre-test and post-test scores were analyzed to determine the effect of the intervention. Normality tests confirmed the appropriateness of parametric analys

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M. Jufrianto, Muhammad Basri, and Iskandar. "Unlocking potential: The role of differentiated instruction in shaping English learning outcomes among EFL students in Takalar, South Sulawesi, Indonesia." Eduvelop: Journal of English Education and Development 8, no. 2 (2025): 245–78. https://doi.org/10.31605/eduvelop.v8i2.4521.

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This study examined the effectiveness of differentiated instruction (DI) in improving English reading comprehension and attitudes among Grade XII students at SMA Negeri 3 Takalar, South Sulawesi, Indonesia. Notwithstanding the Indonesian government’s focus on English language instruction, numerous learners encountered considerable obstacles in attaining competency. The research adopted a mixed method with a quasi-experimental design comprising 216 students, categorized into DI and Non-DI groups, to evaluate the effects of differentiated instruction compared to conventional teaching methods. An

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Ojong, Akem Solange. "Unraveling the Efficacy of Differentiated Instruction in Enhancing Second Language Acquisition: A Comprehensive Review and Future Directions." International Journal of Linguistics, Literature and Translation 6, no. 6 (2023): 75–82. http://dx.doi.org/10.32996/ijllt.2023.6.6.8.

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"The art of teaching is the art of assisting discovery," as famously quoted by Mark Van Doren, epitomizes the philosophy of Differentiated Instruction (DI). This teaching strategy modifies lessons and learning environments to meet students' diverse learning needs, interests, and abilities. As our world becomes more interconnected, the demand for multilingual individuals has surged dramatically. Consequently, the necessity for effective strategies in second language instruction is now a key focus in educational research. Differentiated instruction, with its characteristic emphasis on adjusting

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Sari, Aprilia Purnama, Dewa Ayu Eka Agustini, and Luh Diah Surya Adnyani. "The Implementation of English Teacher's Differentiated Instruction to Disabled Student in an Inclusive School." IJDS Indonesian Journal of Disability Studies 7, no. 2 (2020): 170–82. http://dx.doi.org/10.21776/ub.ijds.2020.007.02.06.

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Disabled student learns based on 2013 curriculum in an inclusive school. This student learns the same material with regular students. To help disabled student understands the material, the teacher should use an appropriate teaching strategy. Differentiated instruction is a teaching strategy of providing different options for students. It has 4 terms namely content, process, product, and learning environment. This study aimed at investigating the implementation of English teacher’s differentiated instruction to disabled student in an inclusive school. This study was a qualitative research which

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Sembiring, Dian Arisandy Eka Putra, Muhammad Yusuf, Ali Sadikin, Danial Mursyd, and Robi Hendra. "Differentiated Instruction in Biology Learning: Meta-Analysis." BIODIK 10, no. 1 (2024): 103–8. https://doi.org/10.22437/biodik.v10i1.32185.

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In the context of the 'Merdeka' curriculum and educational diversification, differentiated instruction emerges as a pivotal strategy for addressing diverse learning needs within biology education. Through a comprehensive meta-analysis, this study categorizes existing research, assesses the application across educational levels, and evaluates the impact of differentiated instruction, particularly highlighting its effectiveness in higher education facilitated by e-PJBl and learning media. The research predominantly uncovers the use of Classroom Action Research, with a notable effect size in appl

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Boştină-Bratu, Simona, and Alina Negoescu. "Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (2016): 407–12. http://dx.doi.org/10.1515/kbo-2016-0070.

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Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign l

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Sharma, B. Umeshkumar. "The Role of Co-Teaching in Enhancing Instructional Strategies in Inclusive Classrooms." International Journal of Research and Scientific Innovation XII, no. V (2025): 1248–53. https://doi.org/10.51244/ijrsi.2025.120500120.

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Co-teaching is an essential collaborative instructional strategy that addresses diverse learning needs in inclusive classrooms. This paper explores how co-teaching enhances instructional strategies through the integration of differentiated instruction (DI), adaptive learning, and Universal Design for Learning (UDL). Drawing from Sharma’s (2024a, 2024b, 2024c) research, the paper highlights evidence-based practices and their impact on student achievement, engagement, and equity. Co-teaching models like Station Teaching, Parallel Teaching, and Alternative Teaching are examined for their alignmen

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Titus, Anto. "Effects of Differentiated Instruction on Students' Empowered Learning Skills." International Journal of Instruction 18, no. 3 (2025): 19–38. https://doi.org/10.29333/iji.2025.1832a.

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Education policymakers and teachers’ roles are vital in providing an environment that empowers learners. In a classroom, each learner has different learning profiles and in such an environment, a one-size-fits-all teaching method is ineffective. Given this context, this randomised controlled experimental study aimed at measuring the effect of differentiated instructional strategy as a pedagogy on students' empowered learning skills. This study developed and standardised an intervention module of 16 lesson plans on English grammar and poetry integrating essential components of empowered learnin

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Simanjuntak, Sion Stepani, and Tanti Listiani. "Penerapan Differentiated Instruction dalam Meningkatkan Pemahaman Konsep Matematika Siswa Kelas 2 SD." Scholaria: Jurnal Pendidikan dan Kebudayaan 10, no. 2 (2020): 134–41. http://dx.doi.org/10.24246/j.js.2020.v10.i2.p134-141.

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Understanding concepts is one of the important things in learning Mathematics. However, in reality it was found that Grade 2 students had difficulty in understanding the concept of Mathematics. Therefore, in this study a strategy has chosen, namely Differentiated Instruction. The purpose of this study is to determine whether the application of Differentiated Instruction learning strategy can improve the understanding of the concept of class 2B students on Mathematics. The method carried out is the Classroom Action Research (CAR) by Robert Pelton with two cycles. The research was conducted at a

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Al-Makahleh, Ahmad A., Alaa’ M. Smadi, and Maram Momani. "The Effectiveness of a Training Program Using Differentiated Instruction to Improve the Reading Skill of Jordanian Third Graders With Learning Difficulties." Theory and Practice in Language Studies 13, no. 9 (2023): 2313–22. http://dx.doi.org/10.17507/tpls.1309.18.

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This study aims to explore the effectiveness of a training reading program consisting of six units and multiple activities using the differentiated instruction strategy on the reading comprehension improvement of Jordanian third graders with learning difficulties. A total of 120 Jordanian third graders with learning difficulties from 17 governmental schools in Amman participated in the study. About 90 of them were categorized under an experimental group and taught using the differentiated strategy and were then divided into three groups based on their preferred learning styles: kinesthetic, au

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Kado, Kado, Nedup Dorji, Nim Dem, and Dorji Om. "The effect of differentiated instruction on academic achievement of grade eleven students in the field of derivative in Bhutan." International Journal of Educational Studies in Social Sciences (IJESSS) 2, no. 1 (2021): 27–34. http://dx.doi.org/10.53402/ijesss.v2i1.37.

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Given the increasing diversity of students academically and culturally, educators are being called upon to accommodate students' diverse learning requirements through differentiated instruction strategies. In Bhutan, the Ministry of Education recently mandated the implementation of a differentiated instruction strategy in the K-12 curriculum. From this perspective, this study attempted to ascertain the effect of differentiated strategies on grade eleven mathematics students within the framework of the pre_test and post_test quasi-experimental research method. 64 grade eleven students participa

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Novenrius Sini Timba, Frederiksen, Frederiksen N. Sini Timba, and Sonya Kristiani Maria. "PENGARUH PENGGUNAAN PEMBELAJARAN BERDIFERENSIASI TERHADAP HASIL BELAJAR IPAS MATERI RANTAI MAKANAN KELAS V SDN WEGOKNATAR." Jurnal Biogenerasi 10, no. 1 (2025): 657–62. https://doi.org/10.30605/biogenerasi.v10i1.5240.

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This study aims to determine the effect of differentiated instruction on the learning outcomes of science (IPA) in the topic of food chains for fifth-grade students at SDN Wegoknatar. Differentiated instruction was implemented to accommodate the varying abilities of students, with the expectation that it would improve their understanding and learning outcomes. The research design employed is a quasi-experimental design with a pretest-posttest control group. The subjects of the study consisted of two classes: the experimental class, which was taught using differentiated instruction, and the con

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Lee, Ji-Yeon, Min Kyung Kim, and So Hee Yun. "Exploration of the Meaning and Implementation Strategies of “Differentiated Instruction through Edutech” in Public Education." Korean Society for Holistic Convergence Education 28, no. 4 (2024): 159–79. http://dx.doi.org/10.35184/kshce.2024.28.4.159.

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This study explores the meaning and implementation strategies of using EduTech for personalized instruction in the context of public education. Through an analysis of existing research and focus group interviews conducted in three sessions with elementary and middle school teachers and experts, open coding, nominalization, and categorization were applied to responses and interview transcripts. In addition, a keyword network analysis was conducted using UCINET. Results indicate that EduTech and differentiated instruction emerged as central concepts for personalized learning, with both high freq

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Azzahra, Kholifatur Riza. "Differentiated Instruction in English Lessons: Teacher Challenges." Jurnal Basicedu 8, no. 4 (2024): 3158–64. http://dx.doi.org/10.31004/basicedu.v8i4.8423.

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The 2013 curriculum has been replaced by the Merdeka Curriculum, which is now implemented at all levels of education in Indonesia. The change has made implementing curriculum changes in the Indonesian education system difficult. This study aims to determine the challenges teachers face when implementing differentiated learning in the Merdeka Curriculum and determine how teachers overcome these challenges. This research was used qualitative method, and the data collected by the researcher is carried out through observation activities and interviews with English teachers in grade 8 MTs Negeri 8

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Tatiana, Cartaleanu. "Differentiated Instruction Vs the Freedom of Choice." Journal of Educational Theory and Practice DIDACTICA PRO... 18, no. 1 (107) (2018): 19–23. https://doi.org/10.5281/zenodo.3462731.

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The article discusses the differentiated instruction in Romanian Language and Literature as a discipline in the Moldovan national school, with specific reference to the 2010 National Curriculum. Differentiated instruction is examined from the perspective of content, process, assessable outcome, and learning milieu. Various activities and opportunities for the organization of differentiated instruction in terms of learning and assessment (excluding teaching) are presented, which the author considers the most appropriate given the current education policy orientation towards stude

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Meriyati, Meriyati, Sumianto Sumianto, Dewi Nusraningrum, Cheriani Cheriani, Xie Guilin, and Deng Jiao. "Optimizing the Use of Differentiated Instruction Strategies to Accommodate Diverse Student Needs." Journal International Inspire Education Technology 2, no. 2 (2023): 65–75. http://dx.doi.org/10.55849/jiiet.v2i2.455.

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Education at school is very important for a student to develop the potential he has. To maximize this potential, a strategy is needed that suits the needs of each student. Teachers are required to recognize and understand the various characteristics of students, in order to maximize the strategies needed by students. For this reason, the use of the Differented Instruction strategy is utilized to accommodate the diverse needs of these students. The Differented Instruction strategy is a method used to adapt the various characteristics of students to learning and assessment, which does not only u

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Besonia, Bon Eric A., Julie Anne S. Arabia, Regine P. Babas, et al. "Electronic differentiated instruction as a remedial strategy to enhance the reading skills of frustration-level readers." International Journal of ADVANCED AND APPLIED SCIENCES 12, no. 5 (2025): 242–54. https://doi.org/10.21833/ijaas.2025.05.023.

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This study examines the effectiveness of electronically differentiated instruction as a support strategy to improve the reading skills of students who struggle with reading. An experimental design was used, involving 100 Grade 7 students identified as frustration-level readers using the Philippine Informal Reading Inventory (Phil-IRI). These students were randomly divided into a control group and an experimental group. The experimental group received electronically differentiated instruction, while the control group received traditional reading instruction. For two months, the intervention use

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Amar, Nurmalayanti, Lasunra Lasunra, and Nur Aeni. "Enhancing Students Vocabulary Mastery by Using Differentiated Instruction in SMAN 7 Soppeng." ELS Journal on Interdisciplinary Studies in Humanities 8, no. 2 (2025): 681–86. https://doi.org/10.34050/els-jish.v8i2.45028.

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Vocabulary mastery is a key challenge for EFL students in Indonesia, particularly at the senior high school level. This study aims to investigate the effectiveness of Differentiated Instruction (DI) in improving students' vocabulary mastery and engagement in English learning at SMAN 7 Soppeng. Employing a mixed-method explanatory sequential design, the research involved both quantitative and qualitative data collection. The quantitative phase used a quasi-experimental method with pre- and post-tests, while the qualitative phase employed semi-structured interviews to explore students' perceptio

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Potot, Amalia, Louie Nikki Kyamko, Raiza Rhea Reponte-Sereño, and Homer Bustrillo. "Differentiated Instruction as Strategy in Improving Reading Comprehension." Journal of English Language Teaching and Applied Linguistics 5, no. 4 (2023): 113–28. http://dx.doi.org/10.32996/jeltal.2023.5.4.12.

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Reading and understanding what was read are integral parts in the life of every individual and are indispensable in the circle of educational system. However, this vital skill is what most students lack interest of. As a result, it affects their understanding in the other areas of their education endeavor. To address the problem, Robert Glaser proposed a strategy, the so called Individually Prescribed Instruction [IPI], which later on was known as Differentiated Instruction. It showcases a variety of classroom practices that accommodate differences in students’ learning styles, interests, prio

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Idrus, Faizah, Nur Afini Zainal Asri, and Nurin Najihah Baharom. "Has Differentiated Instruction Gone ‘Awry’ in Online Teaching and Learning?" Journal of Language Teaching and Research 12, no. 3 (2021): 501–10. http://dx.doi.org/10.17507/jltr.1203.21.

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Differentiated Instruction (DI) is a classroom strategy that helps teachers to cater their teachings to students with different abilities and learning needs. The issue here is whether DI is still relevant in the online teaching and learning amidst the COVID-19 pandemic. Thus, the aim of this paper is to explore selected ESL teachers’ practices of differentiated instructions in their online classes. It also seeks to examine challenges these teachers withstand while implementing DI in their online classrooms. A qualitative design employing the semi-structured interviews and teachers’ reflection

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Hidayah, Fathi, Eny Susiani, Ana Aniati, and Bannaga Taha Hussen. "OPTIMIZING STUDENT LEARNING QUALITY THROUGH DIFFERENTIATED INSTRUCTION APPROACHES." PEDAGOGIK: Jurnal Pendidikan 11, no. 2 (2024): 143–59. https://doi.org/10.33650/pjp.v11i2.9044.

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This study aims to improve the quality of learning in madrasahs through the application of differentiated learning strategies. Differentiated learning is an approach that adapts teaching methods to the needs, interests, and learning styles of each student. This study is based on the application of strategies in madrasah which are expected to optimize the potential of diverse students and improve overall learning outcomes. This study uses a qualitative case study approach. Data collection techniques are carried out by means of interviews, observations and documentation. The data analysis techni

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Klonari, Aikaterini, and Eleni Koutaleli. "Primary Education Teachers’ Attitudes Towards and Views on Differentiated Instruction on Geography." International Journal of Education 9, no. 3 (2017): 98. http://dx.doi.org/10.5296/ije.v9i3.11893.

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This paper presents the results of a study on Primary Education teachers’ attitudes towards and views on the implementation of differentiated instruction on Geography. The research tool was a questionnaire with 16 open and closed questions, which was distributed to a sample of 173 teachers teaching in 45 out of 99 pilot schools throughout Greece in 2014. The results of the research have shown that: a) a large number of teachers state that they are adequately, well and very well familiar with differentiated instruction; b) most teachers believe that students’ learning readiness, interests, and

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Spyropoulou, Elissavet, Manolis Wallace, and Vassilis Poulopoulos. "Differentiated Education Using Technology in Junior and High School Classrooms." Encyclopedia 5, no. 2 (2025): 71. https://doi.org/10.3390/encyclopedia5020071.

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This entry presents the findings of a bibliographic review in Differentiated Instruction (DI), emphasizing its importance in classrooms with diverse student abilities. DI encourages teachers to adjust their instructional methods based on students’ learning profiles and needs. It has been identified as a crucial strategy for fostering inclusion and equal opportunities in education. Overall, the document underscores the importance of DI in fostering personalized learning and equal opportunities, especially in diverse classrooms. It also highlights ongoing challenges, such as teacher preparation,

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Ahmed, Shano A. "Investigating the Challenges Encountered by EFL Teachers in Practicing Differentiated Instruction in the Multiple – Intelligence Classes at University." JOURNAL OF LANGUAGE STUDIES 6, no. 1 (2022): 275–92. http://dx.doi.org/10.25130/jls.6.1.16.

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Investigating differentiated instruction in classrooms with learners who have multiple intelligence levels often leads teachers to face many challenges. When it comes to teaching and learning process, learners all are not the same. Though all learners learn, they still differ in their levels of prior experience, abilities of learning, learning style, learning profile, motivation level, interest, language skills, and even proficiency of language. But this does not mean that learners do not share some similarities in terms of size of classes they attend, personalities, hobbies, and their common

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Huda, Ikmal Choirul, and Mega Renny Kumalasari. "STRATEGI EFEKTIF DALAM PENGAJARAN DI SEKOLAH DASAR MELALUI PEMETAAN KARAKTERISTIK PESERTA DIDIK." Jurnal Ilmiah PENDAS: Primary Educational Journal 5, no. 2 (2024): 72–82. https://doi.org/10.29303/pendas.v5i2.5332.

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This study explores effective teaching strategies in elementary schools through student characteristic mapping. Understanding the unique nature of each student is essential to designing inclusive and effective learning experiences. This study examines key aspects of student characteristics, including physical, intellectual, emotional, social, moral, spiritual, talents/interests, and family/cultural background. By mapping these areas, teachers can better tailor their instruction to meet the diverse needs of students. This study highlights differentiated instruction as an effective approach to a

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Nisa, Zakiyatul, Almas Sharfina ‘Alaniah, Dawi Farah Adibah, Rokhmatul Khoiro Amin Putri, Hanun Asrohah, and Husniyatus Salamah Zainiyati. "Differentiated Instruction to Improve Learning Effectiveness in A Disruptive Era." Jurnal Basicedu 7, no. 1 (2023): 1086–94. http://dx.doi.org/10.31004/basicedu.v7i1.4645.

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In the era of the industrial revolution 4.0, there was the spread of information, communication and spontaneity tools, which is called the era of digital disruption. Learning innovations that are oriented towards the interests and potential talents of students can be done by developing a differentiated learning strategy. Differentiation puts forward the concept that each individual has different interests, potentials and talents, for that the teacher's role must be able to coordinate and collaborate these differences with the right strategy. This study aims to explain the important role of dif

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Romadani, Moh Nafis Husen, and Elisabeth Pratidhina Founda Noviani. "KEBERAGAMAN PESERTA DIDIK DAN PERAN PEMBELAJARAN BERDIFERENSIASI DALAM PEMENUHAN TARGET KURIKULUM." Guruku: Jurnal Pendidikan Profesi Guru 3, no. 2 (2024): 96–113. https://doi.org/10.19109/6b5wvh11.

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In the 21st century, education demands a transition from teacher-centered to student-centered methodologies. This shift is essential for equipping students with key 21st-century competencies, commonly known as the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity). To foster these skills, educators must support students with diverse characteristics in achieving proficiency in the 4Cs. Differentiated instruction is an educational strategy designed to address the unique needs, interests, and abilities of students within a classroom. This approach involves adapting the content,

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Whitley, Jessica, Cheryll Duquette, Suzanne Gooderham, Catherine Elliott, Shari Orders, and Amy Klan. "Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 49–64. http://dx.doi.org/10.7202/1078517ar.

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Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilita

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Niswah, Nihlatun. "Differentiated Learning Strategies at Batealit 2 elementary school Jepara." Contemporary Education and Community Engagement (CECE) 2, no. 1 (2025): 30–38. https://doi.org/10.12928/cece.v2i1.1267.

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The diversity of characteristics and learning styles among elementary school students requires educators to create enjoyable and meaningful learning experiences. Differentiated instruction has become one of the models implemented in the Merdeka Curriculum, allowing students the freedom to choose their learning styles. The point of this study is to look into how important differentiated learning is at Batealit 2 elementary schools so that teachers can figure out how to use it with students who have different needs and ways of learning. a qualitative descriptive method in this study is qualitati

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Ablasa, Lemar A., and Janice O. Bagano. "EFFECTIVE APPROACHES EMPLOYED BY ELEMENTARY TEACHERS IN CHRISTIAN SCHOOLS." Ignatian International Journal for Multidisciplinary Research 2, no. 2 (2024): 308–14. https://doi.org/10.5281/zenodo.10719955.

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This study concentrated on identifying optimal teaching practices for elementary educators at Central Balili Wesleyan Academy Inc., employing a qualitative research design with interviews as the primary data collection method. Key findings revealed that teachers utilized differentiated instruction, inquiry-based approaches, and technology integration. Factors influencing effective teaching included the learning environment, student characteristics, teacher unpreparedness, time constraints, physical stamina, individual student differences, and a lack of instructional materials. Challenges durin

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Nisa', Nadia Fikrotun, Albrian Fiky Prakoso, and Nico Irawan. "Effectiveness of Contextual Teaching and Learning (CTL) through Differentiated Instruction on Students’ Critical Thinking Skills in Economics." International Journal of Emerging Research and Review 2, no. 2 (2024): 000065. http://dx.doi.org/10.56707/ijoerar.v2i2.65.

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Objective: This study intends to analyze the effectiveness of CTL through differentiated instruction in students' critical thinking skills in economics subjects at one of Surabaya’s high schools. Method: Using a quasi-experimental design that compares the experimental with the control class using pre- post-test activities, through a non-equivalent control group design. The experimentation was carried out over 4 meetings involving 2 classes in class X consisting of an experimental class (CTL through differentiated instruction) and a control class (PBL through conventional learning strategies).

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Rina, Rina, and Enung Hasanah. "Conceptual Model of Differentiated Learning Management in Elementary School." Tadbir : Jurnal Studi Manajemen Pendidikan 8, no. 2 (2024): 403–16. https://doi.org/10.29240/jsmp.v8i2.11293.

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This study examines the implementation of differentiated learning management at Al-Ilham Banjar Inspirational Elementary School, a dynamic instructional approach tailored to address the diverse needs of individual students. Differentiated learning aims to optimize each student's learning experience and outcomes by adapting teaching methods, yet it presents significant challenges for educators in terms of planning, resource allocation, and evaluation. Using a qualitative research methodology, including interviews, observations, and documentation, this study investigates the school's strategies

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Alhamuddin, Alhamuddin, and Muhamad Arif Nugraha. "Enhancing Social Skills in Islamic Religious Education at the Junior High School Level: A Differential Instruction Approach." Jurnal Pendidikan Islam Indonesia 8, no. 2 (2024): 63–76. http://dx.doi.org/10.35316/jpii.v8i2.565.

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This research aimed to see how the cultivation and improvement of students' social skills through a differentiated instruction approach. The research approach uses quantitative with quasi-experimental method. Data collection is done by reviewing documents, interviews with related parties, especially teachers and students related to social skills and differentiated instruction approaches. Observation was used to see the development of social skills and learning. Questionnaires are used to see how the development of students' social skills after learning with a differentiated approach, these res

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Anugrah, Muhammad Ichsan, and Indah Muliati. "Penerapan Pembelajaran Diferensiasi PAI dan BP untuk Membantu Siswa Kelas XI F6 Memahami Materi." YASIN 5, no. 4 (2025): 2940–58. https://doi.org/10.58578/yasin.v5i4.5876.

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This study is motivated by the fact that the education system has not fully provided flexible learning tailored to the needs and abilities of individual students, despite the diverse backgrounds in readiness, interests, talents, and learning styles within each classroom. One approach that can accommodate this diversity is the differentiated instruction model. The aim of this study is to explore the implementation of differentiated instruction and to identify the challenges and solutions faced by teachers in its application. A descriptive qualitative approach was used, with data collected throu

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Papanthymou, Anastasia, and Maria Darra. "Perceptions of Primary School Teachers Regarding the Implementation of Differentiated Instruction to Students with Learning Difficulties." World Journal of Education 12, no. 5 (2022): 19. http://dx.doi.org/10.5430/wje.v12n5p19.

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The main purpose of this paper is to investigate the perceptions of primary school teachers of all specialties in the Dodecanese (Greece) regarding the implementation of differentiated instructional strategies to support students with learning difficulties in the classroom. The research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample of 174 primary school teachers of all specialties in the Dodecanese, during the period from February 13, 2021 to April 28, 2021. As for «content differentiation», the strategy most frequently used by teachers is

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Asy'ari, Muhammad Ma'ruf, Azida Nur Rohmah, and Ainatul Mardhiyah. "Strategi Pembelajaran Berdiferensiasi Kurikulum Merdeka guna Meningkatkan Motivasi Belajar Siswa Kelas 8 MTs Al-Husna Probolinggo." ALSYS 5, no. 3 (2025): 877–87. https://doi.org/10.58578/alsys.v5i3.5912.

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The low learning motivation of eighth-grade students at MTs Al-Husna Probolinggo, caused by the use of conventional teaching methods and the high activity load in the pesantren (Islamic boarding school) environment, serves as the background for this study. Within the framework of implementing the Kurikulum Merdeka (Merdeka Curriculum), which emphasizes flexibility and responsiveness to student needs, differentiated instruction is considered a relevant strategy to address this issue. This study aims to examine the effectiveness of differentiated instruction in improving student motivation by ad

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Devi, Dr Sangeeta. "Differentiated Instruction in Special Education: Meeting Diverse Needs in the Classroom." Global International Research Thoughts 11, no. 1 (2023): 53–57. http://dx.doi.org/10.36676/girt.2023-v11i1-11.

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The purpose of inclusive education is to level the playing field for students of all abilities and backgrounds. Children with exceptional needs receive individualised attention in classrooms designed to foster their academic, social, and emotional development. One strategy that can be used to effectively meet the varying needs of students in special education is differentiated instruction. Differentiated teaching is a pedagogical paradigm that aims to tailor each student's educational experience based on their individual strengths, weaknesses, interests, and learning styles. The education of s

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Supriyadi, Supriyadi, Dina Maulina, Irwandani Irwandani, and Marlina Kamelia. "Pemberdayaan Komunitas Belajar Guru Dalam Mengimplementasikan Pembelajaran Berdiferensiasi." Jurnal Pemberdayaan Masyarakat 3, no. 1 (2024): 12–21. http://dx.doi.org/10.46843/jpm.v3i1.294.

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Differentiated instruction has been a focus among educators since the emergence of the Merdeka Curriculum. This approach is recognized as a fundamental strategy in facilitating student-centered learning by aligning instructional methods with their diverse learning needs. However, teachers in schools with limited resources still encounter challenges in effectively implementing differential learning. Therefore, this community empowerment initiative aims to enhancing the teaching community in school mover to design and implement differential learning effectively. The Asset Based Community Develop

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Ibadullayeva, N. S. "Language learning strategies: Instructional model for reading comprehension in the context of Lesson Study interdisciplinary strategy transfer." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 149, no. 4 (2024): 11–31. https://doi.org/10.32523/2616-6895-2024-149-4-11-31.

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The paper explores methodology of teaching language learning strategies to develop a teaching structure and a model for reading comprehension to address the issue of Kazakhstani learners’ reading skills in interdisciplinary context. Theoretical research methods, including analysis and synthesis, comparative analysis, structural analysis and modeling were used to develop: 1) instructional structure of think aloud modeling on summarizing strategy, 2) taxonomy of cognitive, metacognitive, social and affective reading strategies in connection with think aloud questions and self-instruction stateme

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Obeidat, Khaled Ahmad, Maher Tayseer Sharadgah, Nahida Mohsin Abdelhadi, Fajer Ibrahim Qutishat, and Awad Mohd Kheer Al Fandi. "The effectiveness of the differentiated instruction strategy in enhancing writing skills among students with learning disabilities." Journal of Education and e-Learning Research 12, no. 2 (2025): 327–35. https://doi.org/10.20448/jeelr.v12i2.6896.

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This study aimed to evaluate the impact of implementing a differentiated instruction strategy on developing writing skills among students with learning disabilities in Jordan. The research adopted a quasi-experimental approach, designing a training program tailored to the individual needs of the students. The program included 23 training sessions over 8 weeks. The study sample consisted of 30 students who were divided into two groups: an experimental group (15 students) who received the training program and a control group (15 students) who adhered to traditional education. A 32-item scale of

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Nie, Hui, and Yun Pei. "On Differential English Teaching in Junior Middle Schools under the Background of New Curriculum Reform." Global Education Ecology 1, no. 1 (2025): 3–16. https://doi.org/10.71204/z7exsk64.

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Under the background of China’s new curriculum reform, differentiated instruction has emerged as a pivotal strategy to meet the increasingly diverse learning needs of junior middle school students, particularly in English classrooms. This instructional approach emphasizes tailoring teaching objectives, content, methods, and assessments based on students’ cognitive levels, learning styles, and interests, aiming to realize equitable and high-quality education. This paper first analyzes the connotation and necessity of differentiated English teaching, highlighting the shortcomings of traditional,

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Barman, Dr Binoy. "Effects of Instructional Grouping as a Cooperative Differentiated Strategy for Learning: A Study." Journal of Advanced Research in Dynamical and Control Systems 12, SP4 (2020): 662–71. http://dx.doi.org/10.5373/jardcs/v12sp4/20201532.

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Noviyanti, Putu Ledyari, I Made Dharma Atmaja, and Ni Made Wersi Murtini. "Enhancing Student Achievement Through Tailored Mathematics Instruction." JST (Jurnal Sains dan Teknologi) 13, no. 1 (2024): 190–97. https://doi.org/10.23887/jstundiksha.v13i1.82977.

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The transition from online learning to limited face-to-face learning requires innovation in learning to increase students' motivation and learning outcomes. This study aims to develop differentiated mathematics learning to improve student learning outcomes and determine the quality of differentiated mathematics learning. This study is a development study using the ADDIE model. The data analysis technique used in this study is for the analysis stage using diagnostic assessment, while at the implementation stage using product validity data analysis by calculating the average score, data analysis

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Suparno Suparno, Wa Muna, and Zulaeha Zulaeha. "Penerapan Pendekatan Pembelajaran Berdiferensiasi dalam Model Problem Based Learning pada Pembelajaran Bahasa Arab." Jurnal Sosial Humaniora dan Pendidikan 4, no. 1 (2025): 745–62. https://doi.org/10.55606/inovasi.v4i1.4549.

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Arabic language instruction at the elementary school level often faces challenges due to low student engagement and the lack of teaching strategies that account for diverse learning characteristics. Conventional one-size-fits-all teaching models tend to overlook differences in students’ readiness, interests, and learning styles, which in turn leads to decreased motivation and poor academic outcomes. To address these issues, this study examines the implementation of a differentiated instruction approach within the Problem-Based Learning (PBL) model as a strategy to foster a more adaptive, parti

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Saraswati, Grafika, Dian Septi Nur Afifah, and Setyo Hartanto. "The Implementation of Differentiated Instruction in Mathematics Learning to Overcome Differences in Students’ Cognitive Styles." Journal of Pedagogi 1, no. 4 (2024): 39–45. http://dx.doi.org/10.62872/vgppqv60.

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Differentiated instruction has emerged as a crucial issue in education to address the varying needs of students in the classroom, specifically in mathematics subjects at the junior high school level. This approach highlights the importance of tailoring learning strategies to meet the distinctive needs of each student, taking into account their cognitive style, interests, and level of learning readiness. This study aimed to describe the implementation of the differentiated instruction model. This study employed a descriptive-qualitative approach, with an observation sheet as an instrument for d

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Palieraki, Stefania, and Konstantina Koutrouba*. "Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education." European Journal of Educational Research 10, no. 3 (2021): 1487–504. http://dx.doi.org/10.12973/eu-jer.10.3.1487.

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<p style="text-align: justify;">This article presents the findings of an action research study that evaluated the effectiveness of differentiated instruction in the subject of Information and Communications Technology (ICT) in primary education in Greek primary schools. Effective teaching poses a challenge to all educators in all educational levels. The subject of ICT poses multiple challenges to educators due to its applied nature, the limited allocated time and the diverse needs of the students. A differentiated teaching intervention was designed and applied from January to March 2020

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