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All Journal Indonesian Journal of Educational Studies International Journal of Language, Education, and Literature (IJLEL)
Hamzah, Ikhlasul
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Education Languange, Linguistic, Communication & Media Nursing Social Sciences

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mplementation of Differentiated Instruction in Planning, Teaching, and Assessing EFL in the Independent Curriculum Hamzah, Ikhlasul; Sunra, La; Halim, Abdul; Tahir, M.; Korompot, Chairil Anwar; Djirong, Agussalim
Indonesian Journal of Educational Studies Vol 28, No 1 (2025): Indonesian Journal of Educational Studies (Early Access)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i1.76837

Abstract

Abstract. This study aims to explore the implementation of Differentiated Instruction (DI) in the planning, implementation, and evaluation of English language (EFL) learning in the Independent Curriculum at SMK Negeri 4 Makassar. A qualitative approach with a case study design was used to explore the perceptions of six teachers and six students through interviews, observations, and documentation. The results showed that learning planning was not fully based on student profiles. Teachers used uniform lesson plans without differentiation of content, process, or product. DI implementation was carried out in a limited and situational manner, such as student grouping or peer tutoring assistance, but was not yet structured. Evaluation was still predominantly summative, without initial or formative assessments that could direct differentiation strategies. Teachers understood DI intuitively, but did not yet have a strong theoretical basis. Students expressed the need for more varied learning methods, according to their interests and learning styles. The main obstacles in implementing DI were time constraints, a large number of students, and minimal training. This study recommends teacher training in differentiation planning and formative assessment integration to support more adaptive and inclusive learning. Keywords: Differentiated Instruction, Merdeka Curriculum, Lesson Planning, Learning Evaluation, EFL
Exploring Teachers' and Students' Perceptions of Differentiated Instruction in Merdeka Curriculum EFL Classes Hamzah, Ikhlasul; Sunra, La; Halim, Abdul
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Pendidikan Bahasa Inggris, Program Pascasarjana - Universitas Negeri Makassar.

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Abstract

Differentiated Instruction (DI) is central to the Merdeka Curriculum's student-centered framework in Indonesia. Despite theoretical support, its practical implementation, particularly in English as a Foreign Language (EFL) classes, remains inconsistent. This qualitative case study investigates both teachers' and students' perceptions of DI in EFL classes at SMK Negeri 4 Makassar. Data were collected through interviews, observations, and documentation, and analyzed using thematic analysis. Findings reveal that teachers possess intuitive but limited understanding of DI, with partial and situational implementation. Institutional support was reported as general and inadequate, and barriers such as large class sizes and lack of resources hinder effective DI application. Students perceived the learning experience as uniform and lacking in differentiation by learning style or interest. Although supportive teacher behavior was noted, DI aspects such as content, process, product, and environment differentiation were not comprehensively applied. The study concludes with recommendations for enhanced training, infrastructure, and strategic planning to better align DI with Merdeka Curriculum goals.
Co-Authors A Halim Agussalim Djirong Korompot, Chairil Anwar M Tahir Sunra, La