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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha JCE (Journal of Childhood Education) Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial KIDDO: Jurnal pendidikan Islam Anak Usia Dini Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Al Hikmah: Indonesian Journal of Early Childhood Islamic Education
Ardhana Reswari
IAIN Madura
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study Prastyo, Danang; Suryanti; Heryanto Susilo; Desika Putri Mardiani; Ardhana Reswari
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025): ISSUE IN PROGRESS - the editors plan to publish 10-15 articles in this issue.
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.104-01

Abstract

This study examines how differentiated learning strategies contribute to the development of independence among children aged five to six at TK Al-Islam Bangkalan, a rural kindergarten in East Java, Indonesia. Using a single instrumental case study design, data were collected over four months through non-participatory observation, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman model. Findings indicate that variations in content and process, supported by predictable routines and consistent teacher scaffolding, enabled most children to select learning materials and choose appropriate task difficulty. At the same time, a minority continued to require validation. Product differentiation and systematic assessment remained limited, reflecting constraints in teacher assessment literacy, time allocation, and class size. The study demonstrates the pedagogical potential of differentiated learning to foster initiative, responsibility, and self-confidence in low-resource early childhood settings. It highlights the necessity of practical, context-sensitive implementation strategies. The research provides evidence that differentiation principles can be adapted to rural and collectivist educational contexts and can inform discussions on culturally responsive pedagogy and equitable early childhood practice. Limitations include single-site sampling, reliance on teacher reports, and incomplete assessment artifacts, all of which limit generalizability. The study is significant for policy and practice because it links Merdeka Belajar (Freedom to Learn) objectives to observable developmental outcomes and identifies concrete barriers to scaling differentiated approaches. Recommended actions include targeted professional development on formative assessment and product differentiation, design-based collaborations to co-create feasible rubrics with teachers, and multi-site longitudinal studies to evaluate transferability and sustained impact on independence.
Co-Authors Aries Edy Nugroho Budi Purwoko Danang Prasetyo Danang Prastyo Desika Putri Mardiani Gunarti Dwi Lestari Herlina Herlina Heryanto Susilo Iftitah, Selfi Lailiyatul Kholisussa’di Kholisussa’di Kumalasari, Trisa Lailatul Firdausi MARDIANI, DESIKA PUTRI Moh Abdan Syakuro Nanda Mustika Meilan Nunuk Haryati Prastyo, Danang ROFIK JALAL ROSYANAFI Selfi Lailiyatul Iftitah Selfi Lailiyatul Iftiyah SURYANTI Wiwin Yulianingsih