Development of a questionnaire on high school teachers' perceptions of differentiated learning in schools
1 Sekolah Tinggi Agama Hindu Dharma Sentana, Palu, Indonesia.
2 Department of mathematics and Sciences, Faculty of Teacher Training and Education, Universitas Tadulako, Indonesia.
Research Article
World Journal of Advanced Research and Reviews, 2024, 23(03), 2125–2130
Publication history:
Received on 07 August 2024; revised on 17 September 2024; accepted on 19 September 2024
Abstract:
Differentiated learning is an approach that adapts to each student's learning needs. Teachers provide facilities that suit students' individual needs, bearing in mind that each student has unique characteristics and cannot be treated uniformly. This article aims to provide a deeper understanding of learning differentiation and explore teachers' perceptions regarding its implementation in the classroom. The results of interview research show that the purpose of differentiated learning is to coordinate learning by paying attention to students' interests, readiness and learning preferences. This aims to help all students achieve learning goals, increase motivation and learning outcomes, and establish a harmonious relationship between teachers and students, so that students are more enthusiastic about learning. In conclusion, differentiated learning gives students the opportunity to learn naturally and efficiently with the help of teachers who are able to combine the required methods and approaches. There are several obstacles that arise, such as limited facilities and infrastructure that support the differentiated learning process, teachers need time to prepare learning instruments, appropriate methods and appropriate media, implementing differentiated learning requires relatively high costs and teachers must have good classroom management skills.
Keywords:
Questionnaire Development; Teacher Perceptions; Differentiated Learning, High School, ADDIE Model.
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0