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All Journal JOP Journal of Pedagogi
Nur Patria Pujitama Sari
Sekolah Tinggi Ilmu Pelayaran (STIP) Jakarta
Chemistry Education Languange, Linguistic, Communication & Media Other

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Implementation of Differentiated Instruction in Increasing Student Participation with Different Learning Styles Nur Patria Pujitama Sari; Reviandari Widyatiningtyas; Nuzul Tenriana
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bpym0x98

Abstract

This study aims to describe the implementation of Differentiated Instruction (DI) by teachers at SMP Negeri 1 Kongbeng and its impact on the participation of students with different learning styles. Departing from the challenge of learning style diversity that is often overlooked in conventional teaching approaches, this study emphasizes the importance of adaptive and responsive strategies to students' individual needs. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation studies of teaching materials. The results showed that teachers began to implement differentiation in content, processes, and learning products, but the implementation was still varied and limited. Inhibiting factors included limited training, administrative burden, and lack of structural support and policies that supported DI. However, several local innovations such as learning stations began to show positive impacts on student engagement. These findings underline that the success of DI depends not only on the method, but also on the teacher's pedagogical competence and systemic support. Therefore, the implementation of DI requires synergy between increasing teacher capacity, reforming education policies, and providing adequate resources in order to realize equitable, participatory, and transformative learning, especially in the context of non-urban schools such as SMP Negeri 1 Kongbeng.
Implementation of Differentiated Instruction in Increasing Student Participation with Different Learning Styles Nur Patria Pujitama Sari; Reviandari Widyatiningtyas; Nuzul Tenriana
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bpym0x98

Abstract

This study aims to describe the implementation of Differentiated Instruction (DI) by teachers at SMP Negeri 1 Kongbeng and its impact on the participation of students with different learning styles. Departing from the challenge of learning style diversity that is often overlooked in conventional teaching approaches, this study emphasizes the importance of adaptive and responsive strategies to students' individual needs. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation studies of teaching materials. The results showed that teachers began to implement differentiation in content, processes, and learning products, but the implementation was still varied and limited. Inhibiting factors included limited training, administrative burden, and lack of structural support and policies that supported DI. However, several local innovations such as learning stations began to show positive impacts on student engagement. These findings underline that the success of DI depends not only on the method, but also on the teacher's pedagogical competence and systemic support. Therefore, the implementation of DI requires synergy between increasing teacher capacity, reforming education policies, and providing adequate resources in order to realize equitable, participatory, and transformative learning, especially in the context of non-urban schools such as SMP Negeri 1 Kongbeng.
Technology-Based Learning in Higher Education: Current Trends and Future Perspectives Nur Patria Pujitama Sari; Wildha Banuyekti
Journal of Pedagogi Vol. 3 No. 4 (2026): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/c6z3b970

Abstract

The rapid diffusion of digital technologies has reshaped teaching and learning practices in universities worldwide, yet the scholarly literature on this transformation remains fragmented across disciplines, technologies, and institutional contexts. This study systematically reviews current trends and future perspectives of technology-based learning in higher education. Following the PRISMA 2020 protocol, a structured search across Scopus, Web of Science, and Google Scholar identified 246 records, of which 25 peer-reviewed articles published between 2023 and 2025 met the inclusion criteria and were analyzed thematically. Five dominant themes emerged: artificial intelligence-driven personalization and intelligent tutoring, extended reality and immersive simulation, digital-twin and game-based engineering education, institutional digital transformation and digital literacy, and technology-acceptance frameworks such as UTAUT. The findings indicate that technology-based learning consistently improves engagement, motivation, and, in most contexts, cognitive and skill-based outcomes, although effectiveness is moderated by learner readiness, disciplinary context, and institutional infrastructure. Persistent gaps include limited longitudinal evidence, uneven digital-equity considerations, and underexplored ethical and pedagogical implications of generative artificial intelligence. The review offers an integrated framework linking technological, pedagogical, and institutional dimensions of digital transformation and outlines an agenda for future research and policy on sustainable, equitable technology integration in higher education
Co-Authors Nuzul Tenriana Reviandari Widyatiningtyas, Reviandari Wildha Banuyekti