Article Per Year (5 Year)
p-Index From 2020 - 2025
0.751
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan LOGOS
Wuriningsih, FR.
Unknown Affiliation
Religion Arts Humanities Education Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Jurnal Ilmiah Profesi Pendidikan

 1 
Empowering Sustainable Education Through Differentiated Learning: A Systematic Review in Primary School Utaminingsih, Esty Setyo; Wuriningsih, FR.; Intania, Belita Yoan; Idammatussilmi, Idammatussilmi
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 1 (2025): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i1.3077

Abstract

Differentiated learning has significant potential to address diverse learner needs and promote sustainable education, particularly in primary schools. Implementation in Indonesia, however, faces challenges such as limited teacher training, rigid curricula, and logistical constraints. The study aimed to explore the role of differentiated learning in fostering sustainable education within the Indonesian context. A systematic literature review was conducted, analyzing 97 peer-reviewed articles published between 2018 and 2024. Data were sourced from Scopus, Publish or Perish, Google Scholar, SAGE Journals, Emerald Insight, and ERIC, with findings synthesized through thematic analysis. Results showed that differentiated strategies, supported by educational technology, community-based projects, and alternative assessments, enhanced critical thinking, problem-solving, and ecological literacy. Challenges included insufficient resources and professional development, while opportunities emerged through curriculum reforms and technology integration. The study concluded that differentiated learning when effectively supported, has the potential to align primary education with sustainability principles.
Reforming Pedagogy in Indonesian Primary Schools: A Five-Year Systematic Review of Differentiated Instruction, Project-Based Learning, and Formative Assessment (2020–2025) Kristiyuana, Kristiyuana; Wuriningsih, FR.; Idammatussilmi, Idammatussilmi; Agung, Anugrah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 2 (2025): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i2.3413

Abstract

This study aimed to explore the implementation of Indonesia’s Independent Curriculum in elementary schools, focusing on three pedagogical aspects: differentiated instruction, project-based learning (PBL), and formative assessment. A systematic review of literature published between 2020 and 2025 was conducted to identify emerging trends and challenges in applying these strategies. The findings indicate that the Independent Curriculum’s student-centered approach has led to more personalized and active learning experiences. Differentiated instruction is promoted to meet diverse student needs, and early evidence suggests it can improve student engagement and learning outcomes. PBL, exemplified by interdisciplinary projects to strengthen the  Pancasila Student Profile, has fostered critical thinking and collaboration. Likewise, formative assessment practices are increasingly adopted, shifting the focus from high-stakes exams to continuous feedback on student learning. However, significant challenges were identified. Many teachers face difficulties in designing differentiated lessons and PBL activities due to varying student abilities, limited resources, and insufficient training. Adapting to a holistic, formative assessment approach has also proven challenging for educators accustomed to traditional testing. Based on these findings, the study provides practical recommendations for stakeholders, including enhanced teacher professional development, improved infrastructure support, and collaborative strategies to overcome implementation barriers. This synthesis offers insights into the progress of Independent Curriculum in primary education and underscores the need for ongoing support to realize its student-centered vision fully.
Co-Authors Anugrah Agung Cahyaningtias, Maria Charisma Dewi Esty Setyo Utaminingsih Idammatussilmi, Idammatussilmi Intania, Belita Yoan Kristiyuana, Kristiyuana Salama, Mahi Sultan Sugiyana Sugiyana, Sugiyana