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All Journal JTP - Jurnal Teknologi Pendidikan Action Research Journal Indonesia (ARJI)
Ratna Juwita
Universitas Sebelas Maret
Education

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Unpacking the Layers: A Comparative Insight into Differentiated Instruction Strategies for Deeper Learning Across Educational Contexts Ratna Juwita; Fatma Sukmawati; Eka Budhi Santosa; Budi Tri Cahyono; Relly Prihatin; Suparmi Suparmi; Jovita Ridhani; Sari Trisnaningsih
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.510

Abstract

Indonesian teachers, especially in Central Java, encountered challenges in crafting differentiated activities to create deeper learning form students. They include being able to determine students’ prior knowledge and readiness, along with what works best for how learners like to learn (themselves using delivery and assessment methods) in related to individual learners. The research was conducted to explore kindergarten, elementary and secondary school teachers (n = 112) practices about implementation of differentiated instruction for deeper learning in public and private schools n= 35 using descriptive qualitative method. The data collection technique was carried out with Self-Reported Essays, Video-Taped DI Practices and Interviews at the Teacher Appreciation event in Indonesia. The findings revealed that the most frequently used in all levels are giving explanation, providing additional support, and set goals. Furthermore, important variations in the selection of materials, goal introduction, prior knowledge activation, adapted instruction, grouping, adapted materials and varied assessment were also found across levels. This article suggests that teacher professional development be focused on strengthening differentiated teaching practices through classroom supervision programs and practical workshops. Areas of development that need to be carried out include understanding the concept of DI, the application of techniques such as flexible grouping and formative assessment, the design of differentiated lesson plans, and the use of adaptive learning media and supporting technologies.
Cognitive Task Analysis Against the Low Implementation of Data-Based Instructional Design in Kindergarten Teachers' Differentiated Learning Practices Ratna Juwita
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 2 (2026): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v28i2.70016

Abstract

The main objective of this study is to analyze the cognitive barriers that underlie the limited transformation of assessment data into proactive instructional design in the practice of Differentiated Instruction (DI) among Kindergarten teachers. The method used is descriptive qualitative with a Cognitive Task Analysis (CTA) approach to uncover expert decision-making processes that are often implicit. The research subjects involved 31 expert teachers from 31 districts/cities in Indonesia, with data collected through STAR essays, practice video recordings, and structured interviews. The analysis was carried out using the parameters of the DI 4:9:2 skill formula, which included the preparation, implementation, and evaluation phases. The results of the study revealed a significant phenomenon of "practice fragmentation"; Although 42% of kindergarten teachers routinely conduct pre-assessments, only 3% use them to determine learning objectives and materials. Teachers showed high dominance in reactive differentiation through the provision of additional support (90.32%) but very low dominance in proactive adaptation of instruction (26%). These findings suggest a cognitive barrier in "data translation" skills in the preparatory phase, where assessment is often only an administrative formality, rather than a pedagogical foundation. The main recommendation of this study is to reorient the teacher professional development program from merely a data-collection tool to one that strengthens skills in assessment-based instructional design. In addition, strengthening Learning Communities is highly recommended to facilitate the sharing of cognitive strategies and "rules of thumb" to bridge the gap between assessment data and adaptive learning planning.
Co-Authors Budi Tri Cahyono Eka Budhi Santosa Fatma Sukmawati Jovita Ridhani Relly Prihatin Sari Trisnaningsih Suparmi Suparmi