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AXIOM : Jurnal Pendidikan dan Matematika
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 20878249     EISSN : 25800450     DOI : -
Core Subject : Education,
Education Mathematics
Axiom Jurnal Pendidikan dan Matematika adalah salah satu jurnal di Fakultas Ilmu Tarbiyah dan Keguruan UIN-SU Medan dalam bidang pendidikan dan lebih fokus pada pendidikan matematika. Jurnal Axiom dapat memuat artikel-artikel yang berbahasa Arab, Indonesia atau Inggris.
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Articles 191 Documents
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Teachers' readiness and challenges in implementing differentiated instruction in mathematics education Novriyeni, Fitri; Roza, Yenita; Saragih, Sehatta
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.20027

Abstract

Differentiated instruction, a key component of the contemporary learning paradigm, aims to tailor teaching strategies to students’ varied needs. Despite its pedagogical relevance, this approach has yet to become a central focus among classroom practices. This study examines the readiness of junior high school mathematics teachers in Pekanbaru City to implement differentiated instruction. Employing a descriptive quantitative design, data were collected from 30 participants via an online questionnaire. The instrument included closed-ended items measured on a Likert scale across four dimensions: (1) conceptual understanding of differentiated instruction, (2) readiness in instructional planning, (3) readiness in classroom implementation, and (4) readiness in assessment practices. Open-ended items were also included to explore implementation challenges. The results reveal a low overall level of understanding and readiness, with an average score of 2.49 across all measured dimensions. Key barriers include limited access to information, insufficient time allocation, and unsupportive learning environments. This study provides empirical insights into instructional preparedness and practical constraints, offering a basis for future interventions aimed at strengthening the adoption of differentiated instruction in mathematics education.

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