Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
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This Author published in this journals
All Journal JECCE (Journal of Early Childhood Care and Education) International Journal of Educational Management and Innovation (IJEMI)
Ristiyati Ristiyati
Universitas Ahmad Dahlan
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Differentiated instruction in mover kindergarten: A model implementation with merdeka curriculum Ika Maryani; Ristiyati Ristiyati; Suyatno Suyatno
Journal of Early Childhood Care and Education Vol. 6 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v6i1.8775

Abstract

This study formulated a model for differentiated instruction at a kindergarten and described the factors that promoted or inhibited its implementation. A qualitative case study design was employed. The data were gathered through interview, observation, and documentation. The study involved a kindergarten principal, two kindergarten teachers, and 15 students from Aisyiyah Bustanul Athfal kindergarten as the mover school. Researchers were assisted by an interview guideline, an observation guideline, and documentations. Data analysis was performed based on Miles and Huberman’s interactive model. The data were validated through source and technique triangulation. Differentiated instruction was conducted using the center learning model, using demonstration, outing-class, and role-playing methods. Factors that facilitated the differentiated instruction implementation at the kindergarten included a supportive, safe, and comfortable learning environment, sufficient resources and materials, students’ psychological conditions and preparedness for learning, and the active engagement of school communities inside and outside the school. Factors that promoted the process comprised the scarcity of learning resources, insufficient infrastructure, a shortage of qualified educators, and the psychological well-being of students during the learning process. The instructional media used for the instruction were loose parts and natural materials surrounding the children.
Differentiated Instruction in Indonesian Private Kindergartens: Challenges in Implementing an Independent Curriculum Ristiyati Ristiyati; Ika Maryani; Suyatno Suyatno
International Journal of Educational Management and Innovation Vol. 4 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v4i3.8967

Abstract

Differentiated instruction facilitates learning based on students’ unique interests, preparedness for learning, and learning profiles. Many teachers lack a comprehensive understanding of differentiated instruction, particularly in kindergarten. Teachers used to employ Student Worksheets to facilitate learning. This study aims to: (1) the implementation of differentiated instruction at an Indonesian private kindergarten, (2) the factors that facilitate the instruction’s implementation, and (3) the efforts to deal with any challenges encountered during the implementation of the instruction. This study employed a qualitative case study design to capture a phenomenon comprehensively and contextually by gathering data directly from the subject under investigation. The study was executed at Aisyiyah Kindergarten, Sukorejo, Indonesia. It is the only Indonesian kindergarten in Sukorejo that incorporates an independent curriculum called Sekolah Penggerak. Teachers implement holistic-integrative learning design to differentiate instructional activities. Learning media containing STEAM Loose parts were utilized to determine various factors that may facilitate or impede the instruction. Factors that facilitate instruction include the learning environment, media utilization, teachers’ creativity, the student-teacher relationship, the implementation of teaching techniques, students’ psychological well-being, and community support beyond the school setting. The inhibitory factors encompass a scarcity of learning resources, students’ lack of preparedness for learning, a shortage of teachers, and inadequate infrastructure. This study revealed that the school tried to address the challenges by collaborating with the community inside and outside the school, such as with student guardians, the foundation administrator, and related agencies
Co-Authors Ika Maryani Suyatno Suyatno