Elementary School Teachers' Understanding of Differentiated Instruction: Challenges and Opportunities
DOI:
https://doi.org/10.22460/pej.v9i2.6015Keywords:
Differentiated Instruction , Teacher Understanding , Educational PolicyAbstract
Differentiated learning enables teachers to design instruction that meets the diverse needs of students. However, limited teacher understanding remains a challenge in its effective implementation. This study evaluates elementary school teachers' understanding of differentiated learning based on Tomlinson's model and identifies challenges and opportunities for its implementation. A descriptive quantitative approach was used, with data collected through a questionnaire distributed to 49 elementary school teachers from Sekolah Penggerak in Karanganyar Regency. The findings reveal that while 71.44% of teachers demonstrate an excellent understanding of differentiation, 28.6% struggle with instructional adaptation. Key challenges include limited resources (39%) and time constraints (41%), which hinder effective implementation. Despite institutional support, gaps in professional development remain evident, with training often being too theoretical and lacking hands-on application. These findings highlight the need for targeted professional development programs and stronger policy support to ensure effective implementation. The results contribute to the growing discourse on inclusive and adaptive pedagogies, offering practical insights for policymakers and educators to bridge the gap between theoretical knowledge and classroom application, ultimately enhancing the quality of elementary education.
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