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All Journal Jurnal Penelitian Pendidikan Matematika dan Sains JOURNAL ONLINE OF PHYSICS Jurnal Inovasi dan Pembelajaran Fisika Jurnal Penelitian Pertanian Terapan Jurnal Pengabdian UntukMu NegeRI Formatif: Jurnal Ilmiah Pendidikan MIPA Jurnal PAJAR (Pendidikan dan Pengajaran) JURNAL CEMERLANG: Pengabdian pada Masyarakat JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) Sciening : Science Learning Journal AKSELERASI: Jurnal Ilmiah Nasional Jurnal Jendela Pendidikan EduBiologia: Biological Science and Education Journal Proceeding Biology Education Conference Jurnal Pengabdian Masyarakat Waradin Safari : Jurnal Pengabdian Masyarakat Indonesia Jurnal Pengabdian Masyarakat Biologi dan Sains Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Ilmiah Research and Development Student Proceeding Seminar Nasional IPA Current STEAM and Education Research Journal of Innovation and Teacher Professionalism
Acep Musliman
Universitas Indraprasta PGRI
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : Current STEAM and Education Research

 1 
Is Differentiated Instructional Strategy Worth to Try in Physics Lessons for High School Students? A Literature Review Nugroho, Drajat Agung; Musliman, Acep
Current STEAM and Education Research Vol. 2 No. 3 (2024): Current STEAM and Education Research, Volume 2 Issue 3, December 2024
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020302

Abstract

This study investigates the feasibility and effectiveness of differentiated instructional strategies in high school physics education through a systematic literature review. The analysis encompasses 10 recent studies (2019–2024) that explore various implementations of differentiated learning in physics lessons. Results indicate that differentiated instruction enhances academic performance, critical thinking, and problem-solving skills by tailoring lessons to diverse student needs, including multiple intelligences and learning styles. Additionally, differentiated strategies facilitate student-centered learning and foster engagement, addressing the challenges of traditional teaching methods. However, resource intensity and technological gaps present significant barriers to implementation. Findings suggest that professional development and adaptive technologies are essential to supporting teachers in overcoming these challenges. This review underscores the transformative potential of differentiated instruction to democratize learning and meet the varied needs of modern classrooms, particularly in the context of post-pandemic educational recovery. The study concludes with recommendations for integrating differentiated instructional strategies into high school physics curricula to optimize both short-term and long-term educational outcomes.
Is Differentiated Instructional Strategy Worth to Try in Physics Lessons for High School Students? A Literature Review Nugroho, Drajat Agung; Musliman, Acep
Current STEAM and Education Research Vol. 2 No. 3 (2024): Current STEAM and Education Research, Volume 2 Issue 3, December 2024
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020302

Abstract

This study investigates the feasibility and effectiveness of differentiated instructional strategies in high school physics education through a systematic literature review. The analysis encompasses 10 recent studies (2019–2024) that explore various implementations of differentiated learning in physics lessons. Results indicate that differentiated instruction enhances academic performance, critical thinking, and problem-solving skills by tailoring lessons to diverse student needs, including multiple intelligences and learning styles. Additionally, differentiated strategies facilitate student-centered learning and foster engagement, addressing the challenges of traditional teaching methods. However, resource intensity and technological gaps present significant barriers to implementation. Findings suggest that professional development and adaptive technologies are essential to supporting teachers in overcoming these challenges. This review underscores the transformative potential of differentiated instruction to democratize learning and meet the varied needs of modern classrooms, particularly in the context of post-pandemic educational recovery. The study concludes with recommendations for integrating differentiated instructional strategies into high school physics curricula to optimize both short-term and long-term educational outcomes.
Co-Authors Aan Risdiana Agus Setiawan Ahla Safira Maulida Andri Suryana Ani Interdiana Candra Sari Arini Bhakti Renaldy Atu Solihah A’ini, Zakiyah Fithah Chandra S. Haratua Efri Gresinta Fitri Damayanti Fitri Damayanti Fitri Damayanti Fitri Damayanti Giry Marhento Hasbullah Hasbullah Hasbullah Hasbullah Ida Hamidah Intan Afrianti Ira Miranti Jupriadi, Jupriadi Kinanti Fadillah Kusuma LESTARI, WITRI Mamik Suendarti Martahan Bostanglaut Togatorop Merry Lapasau Nia Rahmasari Nugroho, Drajat Agung Nur Rizkiyah Nurrahmah, Arfatin Nurul Hikmah Pratama, Rodeo Bagus Rina Hidayati Pratiwi Sarah Imsakiah Harahap Sefudin, Akhmad Usep Kasman Usep Kasman Virgana