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All Journal Jurnal Pengabdian Sains dan Humaniora Panicgogy International Journal
Taek, Verdinando
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers' perspectives on differentiated learning in the independent curriculum: context Indonesia Taek, Verdinando
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.149

Abstract

This research aims to explore teachers' perspectives on the implementation of differentiated learning within the Independent Curriculum (Kurikulum Merdeka) in Indonesia. Differentiated learning, as a pedagogical approach, adapts teaching strategies to individual student needs, aligning with the Merdeka Curriculum's goal of providing personalized and flexible education. This study employed a qualitative research design, utilizing in-depth interviews and participant observations to gather data from teachers across various educational levels. The findings reveal that the majority of teachers have a positive perception of differentiated learning, acknowledging its potential to enhance student engagement, motivation, and learning outcomes. Teachers noted that this approach enables them to better address the unique learning needs of each student, fostering more effective academic and social development. However, the implementation of differentiated learning is hindered by several challenges, including limited time, insufficient resources, and inadequate training and support from schools and the government. Additionally, teachers emphasized the importance of collaboration among educators to exchange strategies and best practices for differentiated learning. This study concludes that, despite the challenges, differentiated learning in the Merdeka Curriculum has significant potential to improve educational quality in Indonesia. By addressing the barriers through sustainable support, comprehensive training, and collaborative professional communities, this approach can contribute to a more inclusive and adaptive education system that meets the diverse needs of students and maximizes their potential.
The Utilization of Mathematics Digital Learning Media: GeoGebra, Desmos, and Symbolab in Junior High School Purba, Santri Chintia; Taek, Verdinando; Novi Suranti; Dimas Cristopel
Jurnal Pengabdian Sains dan Humaniora Vol. 5 No. 1 (2026): In Progress
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v5i1.10752

Abstract

The primary issue encountered by the partner in this community service program is the lack digital learning media in mathematics instruction. At the junior high school level, particularly in Grade VII, students are undergoing a transition from concrete to abstract mathematical thinking, which necessitates the use of technology to help them visualize algebraic forms through graphs and various geometric representations of mathematical concepts. This community service program aims to enhance the quality of mathematics learning through the use of digital-based instructional media. The implementation consisted of several stages, namely school needs assessment, training on the use of digital applications, classroom mentoring by facilitators, and evaluation through questionnaires and interactive quizzes. The results of the program indicate that 161 students responded positively to digital-based mathematics learning. This is evidenced by the following findings: 93,16% of students reported enjoying the learning activities; 96,89% expressed interest in using GeoGebra, Desmos, and Symbolab; 93,16% stated that they understood how to use these applications; 83.85% agreed that the material presented was aligned with their learning needs at school; and 85,71% noted that the applications were easy to access. Thus, nearly all students experienced lessons that were engaging, enjoyable, and easy to understand. Keywords: digital learning, mathematics, Geogebra, Desmos, Symbolab
Co-Authors Dimas Cristopel Novi Suranti Purba, Santri Chintia