Hernik Farisia, Anang Santoso, Suyono, Shirly Rizki Kusumaningrum
Differentiated instruction is a new learning paradigm in the implementation of the Merdeka Curriculum in Indonesia. As a new approach, the recent practices of differentiated instruction still led to challenges and barriers, affecting teachers’ willingness to adopt this approach. Therefore, this study aims to gain insights into teachers’ experiences, challenges, and successes in implementing differentiated instruction in the Islamic elementary school context. Using a case study design, this research explores differentiated learning practices within two Islamic elementary schools, located in urban and rural contexts close to pesantren. Data were collected through semi-structured interviews, field notes, and documentation. The findings reveal that Islamic elementary school teachers both in urban and rural areas emphasized flexible grouping and employed varied strategies to adjust to students’ learning needs. The school in a rural area was characterized by its focus on pesantren-based values to preserve the community’s identity. The study identifies three components that require reinforcement in the application of differentiated learning: proactively responses to diverse students, flexible grouping in classroom teaching, and the adjustment of learning pace. To address these challenges, teachers designated peer tutors, used both homogeneous and heterogeneous grouping as needed, and provided feedback. The study underscores the importance of teachers’ ability to tackle obstacles in differentiated learning, thereby fostering their willingness to implement instruction that accommodates students’ diverse characteristics and learning needs. © 2025 Sciedu Press. All rights reserved.
Graduate School, State University of Malang, Malang, Indonesia
