Challenges and Prospects of Differentiated Learning in Mathematics: Evaluation at Junior High Schools in Bima Regency

Hendrawansyah Hendrawansyah, Adi Saputra, Purnama Purnama, Syarifudin Syarifudin

Abstract


This study aims to evaluate the implementation of differentiated instruction within the Merdeka Curriculum in mathematics learning at junior high schools in Bima Regency, Indonesia. A qualitative approach was employed, using in-depth interviews with teachers and school principals as the primary data collection technique. The findings reveal that teachers' understanding of differentiated instruction remains varied, with the majority focusing on content differentiation, while process differentiation is still limited, and product differentiation is barely implemented. The main challenges identified include limited instructional time, inadequate facilities, administrative burdens, and insufficient training. Nevertheless, even simple applications of differentiation were found to increase student participation, reduce achievement gaps, and foster learning motivation. These results highlight the positive prospects of differentiated instruction as a strategic approach to improving the quality of mathematics education, provided that teacher capacity is strengthened and supported by school policies as well as contextualized regional education policies. This study contributes to the discourse on inclusive teaching practices and offers recommendations for policy development tailored to local educational needs.

 

Keywords: Differentiated Instruction; Merdeka Curriculum; Mathematics; Inclusive Educatio

Full Text:

PDF

References


Ahmed, A. M., & Osman, M. E. (2020). The effectiveness of using wiziq interaction platform on students' achievement, motivation, and attitudes. Turkish Online Journal of Distance …. https://dergipark.org.tr/en/pub/tojde/issue/52523/690112

Ananda, P., Purrohman, P. S., & Ruslan, A. (2025). Revolusi pendidikan Indonesia Mencetak Generasi Cerdas di Era Digital. Uwais Inspirasi Indonesia.

Aprilia, P. (2024). Cara Penanganan Siswa Berkemampuan di Atas Rata-Rata Sedang dan Rendah. Journal of Knowledge and Collaboration, 1(7), 311–323.

Atmojo, I. R. W., Adi, F. P., Ardiansyah, R., & Saputri, D. Y. (2024). Pembelajaran berdiferensiasi (dalam implementasi Kurikulum Merdeka). CV Pajang Putra Wijaya.

Azmy, B., & Fanny, A. M. (2023). Literature review: pembelajaran berdiferensiasi dalam kurikulum merdeka belajar di sekolah dasar. Inventa: Jurnal Pendidikan Guru Sekolah Dasar, 7(2), 217–223.

Bi, M., Struyven, K., & Zhu, C. (2023). Variables that influence teachers' practice of differentiated instruction in Chinese classrooms: A study from teachers' perspectives. Frontiers in Psychology, 14, 1124259.

Chen, C., Qin, Y., Chen, H., Cheng, J., He, B., Wan, Y., Zhu, D., Gao, F., & Zhou, X. (2022). Machine learning to differentiate small round cell malignant tumors and non-small round cell malignant tumors of the nasal and paranasal sinuses using apparent diffusion coefficient values. European Radiology, 32(6), 3819–3829.

Creswell, J. W. (2012). Collecting qualitative data. In Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth ed. Boston: Pearson.

Deng, M. T., Xin, W., & Yang, M. (2025). Assessment purposes and theoretical foundations in university mathematics assessment practices: a comprehensive scoping review. Assessment & Evaluation in Higher Education, 1–21.

Farid, I. (2022). Strategi Pembelajaran Diferensiasi Dalam Memenuhi Kebutuhan Belajar Peserta Didik di Sekolah Dasar. Jurnal Pendidikan Dan Konseling, 4, 1707–1715.

Guo, S., Liu, C., & Liu, E. (2022). An exploration of multilevel effects of student-and school-factors on elementary students' attitudes towards science. International Journal of Science Education, 44(15), 2330–2352.

Hasanah, E., Al Ghazy, M. I., Suyatno, S., Maryani, I., & Mohd Yusoff, M. Z. (2023). Unlocking classroom potential: exploring the mediating role of teacher mindset on embracing differentiated instruction. International Journal of Learning, Teaching and Educational Research, 22(10), 433–452.

Hasanah, I., Salsabillah, L., Alaudin, Z., & Kusumaningrum, H. (2024). Analisis dampak kebijakan pendidikan terbaru pada manajemen sekolah. Sinar Dunia: Jurnal Riset Sosial Humaniora Dan Ilmu Pendidikan, 3(4), 77–90.

Huberman, M., & Miles, M. B. (2002). The qualitative researcher's companion. Sage.

Jatmiko, H. T. P., & Putra, R. S. (2022). Refleksi diri guru bahasa indonesia dalam pembelajaran berdiferensiasi di sekolah penggerak. Lingua Franca: Jurnal Bahasa, Sastra, Dan Pengajarannya, 6(2), 224–232.

Kurniawan, R. G. (2025). Pembelajaran diferensiasi berbasis deep learning: Strategi mindful, meaningful, dan joyful learning. Penerbit Lutfi Gilang.

Marantika, J. E. R., Tomasouw, J., & Wenno, E. C. (2023). Implementasi pembelajaran berdiferensiasi di kelas. German Für Gesellschaft (J-Gefüge), 2(1), 1–8.

Mbato, C. L. (2024). Paradigma Pendidikan Memerdekakan: Mentransformasi Arena Mengajar Menjadi Ruang Belajar. Sanata Dharma University Press.

Melati, N. V., & Napfiah, S. (2025). Meningkatkan Kemampuan Belajar Matematika melalui Pembelajaran Berdiferensiasi. Adaptif: Jurnal Pendidikan Profesi Guru, 1(01), 18–25.

Putra, I. M. Y. T. (2021). Implementasi pembelajaran flipped classroom berbasis strategi diferensiasi untuk meningkatkan keterampilan berpikir kritis peserta didik. Indonesian Journal of Educational Development (IJED), 2(3), 461–471.

Raihan, S. (2025). Inovasi Kurikulum Sekolah Dasar di Era Kurikulum Merdeka: Tinjauan Literatur Terhadap Tantangan dan Peluang Transformasi Pendidikan. JURNAL PEMIKIRAN DAN PENGEMBANGAN PEMBELAJARAN, 7(1), 13–23.

Ramadani, S. D. (2025). Evaluasi implementasi Kurikulum Merdeka pada pembelajaran IPS di SMPN 01 Karangploso. Universitas Islam Negeri Maulana Malik Ibrahim.

RASTINI, D. A. Y. U. (2025). Pelaksanaan Pembelajaran Berdiferensiasi Pada Mata Pelajaran Pendidikan Agama Islam Dan Budi Pekerti Di Sekolah Inklusi SMAN 1 Sungayang.

Rini, W., & Mandailina, V. (2024). Pembelajaran Kolaboratif Berbantuan Teknologi dalam Matematika: Tantangan dan Peluang. Mathematical Proceedings of The Widya Mandira Catholic University, 2(1), 55–70.

Riyannie, D. (2024). Pembelajaran Berdiferensiasi Matematika untuk Meningkatkan Hasil Belajar Peserta Didik Kelas VII Materi Garis dan Sudut (SMP Negeri Satu Atap-1 Kahayan Kuala Kabupaten Pulang Pisau Provinsi Kalimantan Tengah). Jurnal Pendidikan Indonesia, 5(10).

Rosadi, K. I., & Mun'amah, A. N. (2023). An Analysis of the Orientation of Achievement of National Education Goals through the Merdeka Belajar Policy in Indonesia. Zabags International Journal Of Education, 1(2), 43–51.

Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators' perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309–327.

Su, F., Zou, D., Wang, L., & Kohnke, L. (2024). Student engagement and teaching presence in blended learning and emergency remote teaching. Journal of Computers in Education, 11(2), 445–470.

Suryani, E. A., Siswanto, D. H., & Pisriwati, S. A. (2024). Strengthening teacher competence through differentiated instruction training as an implementation of the Merdeka curriculum. JOELI: Journal of Educational and Learning Innovation, 1(2), 137–146.

Syarifudin;, Nurrahmah;, & Widiyanti, R. (2024). Characterization of Foundational Literacy Instruction for Early Grade Students Based On Their. 10(1), 43–49.

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Ascd.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.

Tomlinson, C. A. (2017). Differentiated instruction. In Fundamentals of Gifted Education (pp. 279–292). Routledge.

Tomlinson, C. A. (2020). Differentiation of Instruction in the Elementary Grades. Journal GEEJ, 7(2).

Tomo, T., Siregar, N., & Meldi, N. F. (2025). Pembelajaran Berdiferensiasi pada Pembelajaran Matematika: Sebuah Kajian Literatur. Jurnal Alwatzikhoebillah: Kajian Islam, Pendidikan, Ekonomi, Humaniora, 11(1), 97–104.

Ulumiyah, K. (2025). Efektivitas Pembelajaran Berdiferensiasi Konten Terhadap Pemahaman Konsep Matematika dan Motivasi Belajar Siswa. Universitas Muhammadiyah Malang.

Umam, K., Awang, M. I., Bunyamin, Azhar, E., & Nuriadin, I. (2025). The impact of blended learning on knowledge, skills, and satisfaction in mathematics: a study in Indonesian universities. Cogent Education, 12(1), 2541081.

Vian, I. S., Fitri, S. E., & Majid, N. (2025). Implementasi Kurikulum Merdeka Dilihat Dari Perspektif Tata Kelola Pendidikan Study Kasus SMAN 3 Jakarta. Jurnal Educatio FKIP UNMA, 11(3).

Yogi, Y. I. (2025). Analisis Kesulitan Guru dalam Menerapkan Pembelajaran Berdiferensiasi di Kelas Inklusif. Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 2(2), 97–108.

Yuniria, A., & Atikah, C. (2024). Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka pada Pendidikan Anak Usia Dini. Cendikia: Jurnal Pendidikan Dan Pengajaran, 2(1), 56–66.




DOI: http://dx.doi.org/10.30659/kontinu.9.2.350-367

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Hendrawansyah Hendrawansyah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons - Attribution-NonCommercial-ShareAlike 4.0 International License.

The Kontinu Journal is published by the Mathematics Education Study Program, Faculty of Teacher Training and Education (FKIP), Universitas Islam Sultan Agung (Unissula).

Contact us: GKB, 2nd Floor, FKIP Unissula, Jl. Raya Kaligawe Km.4, Terboyo Kulon, Genuk, Semarang 50112.
Email: jurnal.kontinu@unissula.ac.id