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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian
Muhammad Zulfadhli
Bhayangkara University of Greater Jakarta
Education

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Mapping Mathematics-Specific Self-Regulated Learning Profiles to Inform Differentiated Curriculum and Instruction Laely Farokhah; Muhammad Zulfadhli; Dwi Novia Al Husaeni; Edwin Jaimes B. Villaflor
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 2 (2026): Vol. 12 No. 2 Juni 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n2.p258-274

Abstract

Learner diversity in primary mathematics requires instructional decisions that account for differences in how students regulate their learning. This study aimed to map fifth-grade students’ mathematics-specific self-regulated learning (SRL) profiles and examine their implications for differentiated curriculum and instruction. A qualitative study was conducted with 48 fifth-grade students at one public elementary school in Bogor City, Indonesia. Data were collected through an SRL questionnaire, classroom observations, semi-structured interviews, and documentation. The data were analyzed iteratively through deductive and inductive coding, within-case analysis, and cross-case analysis. Three recurring profiles emerged: strategic and self-directed learners, motivated but inconsistently regulated learners, and emerging and support-dependent learners. The profiles differed in monitoring, strategy adaptation, persistence, emotional regulation, and reliance on external support when mathematical tasks became challenging. The findings suggest that these profiles can inform differentiated mathematics instruction through adjustments to scaffolding, learner autonomy, formative feedback, monitoring prompts, and reflective activities while maintaining common curricular goals. Further research is needed to examine the transferability of these profiles and the effectiveness of profile-informed instructional approaches.
Co-Authors Dwi Novia Al Husaeni Edwin Jaimes B. Villaflor Laely Farokhah