Practices and Challenges: Riau Islands EFL Teachers’ View on Differentiated Instructions in Kurikulum Merdeka
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Keywords:
Differentiated Instruction, teachers' perception
Abstract
Kurikulum Merdeka has been implemented since 2020; one of its characteristics is the implementation of differentiated instruction. Differentiated instruction is an old strategy; however, it is a quite new strategy for most current teachers in Indonesia. Thus, this study aims to examine the perceptions of high school English teachers in the Riau Islands regarding the implementation of differentiated instruction within the Kurikulum Merdeka framework. This study employed a mixed-methods research approach, combining quantitative and qualitative data. The research instruments are a questionnaire and an interview to get a deeper analysis. This study found that EFL teachers in Riau Islands Province showed positive perceptions of the implementation of differentiated instruction. The teachers also admitted the importance of adapting to students’ diverse needs, abilities, and learning styles. However, the teachers also face several challenges during the implementation of differentiated instruction, such as limited time and resources to prepare, as well as difficulties in adapting the instruction to large class sizes. Despite those challenges, EFL teachers still perceive the usefulness and effectiveness of differentiated instruction to develop English language skills. In a nutshell, differentiated instruction can significantly improve the learning outcomes, but adequate professional training and resources are necessary for better implementation.
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References
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Komang, N., Suwastini, A., Kadek, N., Rinawati, A., Gusti, I., Sri, A., Jayantini, R., & Dantes, G. R. (2021). Differentiated Instruction Across EFL Classrooms: A Conceptual Review. TELL-US Journal, 7. https://doi.org/10.22202/tus.2021.v7i1.4719
Lestari, & Purbasari, S. D. (2023). Implementasi Pembelajaran Berdiferensiasi Materi Teks Descriptive Kelas X Implemantation Of Differentiated Learning Descriptive Text For Class X. 1(1), 40–47.
Magableh, I. S. I., & Abdullah, A. (2020). On the effectiveness of differentiated instruction in the enhancement of jordanian students’ overall achievement. International Journal of Instruction, 13(2), 533–548. https://doi.org/10.29333/iji.2020.13237a
Mairoza, D., Roza, W., & Samanhudi, U. (2024). An English Teachers’ Perspectives on Differentiated Instruction in ‘Kurikulum Merdeka’: A Case Study in SMA Kabupaten Solok. Lectura : Jurnal Pendidikan, 15(1), 207–221. https://doi.org/10.31849/lectura.v15i1.18276
Moosa, V., & Shareefa, M. (2019). Implementation of Differentiated Instruction: Conjoint Effect of Teachers’ Sense of Efficacy, Perception and Knowledge. Anatolian Journal of Education, 4(1). https://doi.org/10.29333/aje.2019.413a
MS, M. (2023). Pembelajaran Berdiferensiasi dan Penerapannya. SENTRI: Jurnal Riset Ilmiah.
Muhammad Rafi Zidan, & Zaitun Qamariah. (2023). A Literature Study On The Implementation Of Merdeka Curriculum. Jurnal Riset Rumpun Ilmu Bahasa, 2(2), 153–167. https://doi.org/10.55606/jurribah.v2i2.1576
Mutmainah, M., Sundari, H., & Juhana, J. (2023). English Teachers’ Perceptions and Practices of Differentiated Instruction (DI) in the Merdeka Curriculum. Linguistic, English Education and Art (LEEA) Journal, 7(1), 151–171. https://doi.org/10.31539/leea.v7i1.8261
Nyoman Satyarini, P., Nyoman Padmadewi, N., & Hery Santosa, M. (2022). The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 46–52. https://doi.org/10.23887/jpbi.v10
Partami, P. I., Padmadewi, N., & Artini, L. P. (2019). Differentiated Instruction In Multicultural Classroom Of Primary Years Programme In Gandhi Memorial Intercontinental School-Bali. JPBII, 7(1).
Pozas, M., & Schneider, C. (2019). Shedding Light on the Convoluted Terrain of Differentiated Instruction (DI): Proposal of a di Taxonomy for the Heterogeneous Classroom. In Open Education Studies (Vol. 1, Issue 1, pp. 73–90). De Gruyter Open Ltd. https://doi.org/10.1515/edu-2019-0005
Rahmaniar, & Zulkifli Surahmat. (n.d.). Challenge and Opportunities: A Qualitative Exploration of Junior High School English Language Educators’ Perspectives on Implementing Differentiated Instruction.
Rumkoda, E. S., & Alinda, M. (2022). Using Differentiated Instruction Strategy to Improve Students’ Speaking Skill at the Tenth Grade of Students in Seminary Maria Bunda Segala Bangsa Senior High School in The Academic Year of 2021/2022. Edunipa Journal ISSN Print.
Sarnoto, A. Z. (2024). Model Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka. Journal on Education, 06(03).
Shareefa, M., Moosa, V., Zin, R. M., Abdullah, N. Z. M., & Jawawi, R. (2019). Teachers’ perceptions on differentiated instruction: Do experience, qualification and challenges matter? International Journal of Learning, Teaching and Educational Research, 18(8), 214–226. https://doi.org/10.26803/ijlter.18.8.13
Shareefa, M., Zaiham, N., Abdullah, M., Hj, R., Zin, A. M., University, R. J., Daarussalam, B., & Darussalam, B. (2019). Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers. https://www.researchgate.net/publication/338209918
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Tajik, O., Noor, S., & Golzar, J. (2024). Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 74. https://doi.org/10.1186/s40862-024-00299-5
Talain, A., & Mercado, F. (2023). Teachers’ Perspectives on the Use of Differentiated Instruction for English Language Teaching. The Normal Lights, 17(2). https://doi.org/10.56278/tnl.v17i2.2152
Witraguna, K. Y., & Jaya, I. K. M. A. (2024). Differentiated Instruction: Analysis of Elementary School Teachers’ Understanding in Bali Q-Ta School. Pedagogia : Jurnal Pendidikan, 13(2), 225–237. https://doi.org/10.21070/pedagogia.v13i2.1614
Arianto, R. S., Juhana, J., & Ruminda, R. (2023). Building Students’ Confidence in Speaking English through Differentiated Instruction. Lectura : Jurnal Pendidikan, 14(2), 276–287. https://doi.org/10.31849/lectura.v14i2.14806
Azizah, S. A., Usman, A., Fauzi, M. A. R., & Rosita, E. (2023). Analisis Gaya Belajar Siswa dalam Menerapkan Pembelajaran Berdeferensiasi. Jurnal Teknologi Pendidikan, 1(2), 12. https://doi.org/10.47134/jtp.v1i2.74
Azzahra, T. A., & Muhajir, M. (2023). Implementation of the Kurikulum Merdeka in Arabic Language learning. Inovasi Kurikulum, 20(2), 261–274. https://doi.org/10.17509/jik.v20i2.59793
Barlian, U. C., Yuni, A. S., Ramadhanty, R. R., & Suhaeni, Y. (2023). Implementasi Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka pada Mata Pelajaran Bahasa Inggris. ARMADA : Jurnal Penelitian Multidisiplin, 1(8), 815–822. https://doi.org/10.55681/armada.v1i8.742
Carol Ann Tomlinson. (2000). Differentiation of Instruction in the Elementary Grades.
Danley, A., & Williams, C. (2020). InSight: A Journal of Scholarly Teaching 83 Choice in Learning: Differentiating Instruction in the College Classroom.
Dian, D., Ahmad, C. F., Arsal, F. R., & Mahmudah, S. (2023). Implication And Application MBKM’s Curriculum In Education (Madrasah And Universities). At-Ta’dib, 18(1), 106–122. https://doi.org/10.21111/attadib.v18i1.9910
Fitriyah, C. Z., Wardani, R. P., Studi, P., Guru, P., Dasar, S., & Jember, U. (n.d.). Paradigma Kurikulum Merdeka Bagi Guru Sekolah Dasar.
Fowen, E., Manda Negara Sekolah Tinggi Bahasa Asing Pontianak, I., & Manda Negara Sekolah Tinggi Bahasa Asing Pontianak Jl Gajah Mada, I. (2024). Differentiated Instruction: Benefits and Classroom Practices in English Class. Spectral | Jurnal Ilmiah Spectral, 10(2).
Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a
Golzar, J., & Tajik, O. (2022). Convenience Sampling. In IJELS (Issue 2).
Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2021). Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction. Teaching and Teacher Education, 107. https://doi.org/10.1016/j.tate.2021.103503
Griful-Freixenet, J., Vantieghem, W., Gheyssens, E., & Struyven, K. (2020). Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1862404
Heacox, D. (2017). Differentiation Updated Edition Foreword by Rick Wormeli Includes link to digital content.
Heng, T. T., & Song, L. (2020). A proposed framework for understanding educational change and transfer: Insights from Singapore teachers’ perceptions of differentiated instruction. Journal of Educational Change, 21(4), 595–622. https://doi.org/10.1007/s10833-020-09377-0
Iqbal, J., Khan, A. M., & Nisar, M. (2020). Impact of Differentiated Instruction on Student Learning: Perception of Students and Teachers. Global Regional Review, V(I), 364–375. https://doi.org/10.31703/grr.2020(v-i).40
Isrokatun, Sunaengsih, C., Maulana, Syahid, A. A., Amelia, D., Karlina, & Rohaeti, P. (2023). Miskonsepsi Guru Sekolah Dasa Mengenai Pemahaman Pembelajaran Berbasis HOTS. DWIJA CENDEKIA: Jurnal Riset Pedagogik.
John W. Creswell, & J. David Creswell. (2018). Research Design Qualitative, Quantitative, and Mixed Method Approaches (fifth). SAGE .
Jufrianto, M., Rahyuni, ✉, Gaffar, S., Akbal, F. A., Putra Pratama, A., & Amir, A. S. (2023). Journal of Learning and Development Studies Differentiated Instruction in Improving Senior High School Students’ Reading Comprehension Level. https://doi.org/10.32996/jlds
Kariippanon, K. E., Cliff, D. P., Lancaster, S. J., Okely, A. D., & Parrish, A. M. (2019). Flexible learning spaces facilitate interaction, collaboration, and behavioral engagement in secondary school. PLoS ONE, 14(10). https://doi.org/10.1371/journal.pone.0223607
Komang, N., Suwastini, A., Kadek, N., Rinawati, A., Gusti, I., Sri, A., Jayantini, R., & Dantes, G. R. (2021). Differentiated Instruction Across EFL Classrooms: A Conceptual Review. TELL-US Journal, 7. https://doi.org/10.22202/tus.2021.v7i1.4719
Lestari, & Purbasari, S. D. (2023). Implementasi Pembelajaran Berdiferensiasi Materi Teks Descriptive Kelas X Implemantation Of Differentiated Learning Descriptive Text For Class X. 1(1), 40–47.
Magableh, I. S. I., & Abdullah, A. (2020). On the effectiveness of differentiated instruction in the enhancement of jordanian students’ overall achievement. International Journal of Instruction, 13(2), 533–548. https://doi.org/10.29333/iji.2020.13237a
Mairoza, D., Roza, W., & Samanhudi, U. (2024). An English Teachers’ Perspectives on Differentiated Instruction in ‘Kurikulum Merdeka’: A Case Study in SMA Kabupaten Solok. Lectura : Jurnal Pendidikan, 15(1), 207–221. https://doi.org/10.31849/lectura.v15i1.18276
Moosa, V., & Shareefa, M. (2019). Implementation of Differentiated Instruction: Conjoint Effect of Teachers’ Sense of Efficacy, Perception and Knowledge. Anatolian Journal of Education, 4(1). https://doi.org/10.29333/aje.2019.413a
MS, M. (2023). Pembelajaran Berdiferensiasi dan Penerapannya. SENTRI: Jurnal Riset Ilmiah.
Muhammad Rafi Zidan, & Zaitun Qamariah. (2023). A Literature Study On The Implementation Of Merdeka Curriculum. Jurnal Riset Rumpun Ilmu Bahasa, 2(2), 153–167. https://doi.org/10.55606/jurribah.v2i2.1576
Mutmainah, M., Sundari, H., & Juhana, J. (2023). English Teachers’ Perceptions and Practices of Differentiated Instruction (DI) in the Merdeka Curriculum. Linguistic, English Education and Art (LEEA) Journal, 7(1), 151–171. https://doi.org/10.31539/leea.v7i1.8261
Nyoman Satyarini, P., Nyoman Padmadewi, N., & Hery Santosa, M. (2022). The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 46–52. https://doi.org/10.23887/jpbi.v10
Partami, P. I., Padmadewi, N., & Artini, L. P. (2019). Differentiated Instruction In Multicultural Classroom Of Primary Years Programme In Gandhi Memorial Intercontinental School-Bali. JPBII, 7(1).
Pozas, M., & Schneider, C. (2019). Shedding Light on the Convoluted Terrain of Differentiated Instruction (DI): Proposal of a di Taxonomy for the Heterogeneous Classroom. In Open Education Studies (Vol. 1, Issue 1, pp. 73–90). De Gruyter Open Ltd. https://doi.org/10.1515/edu-2019-0005
Rahmaniar, & Zulkifli Surahmat. (n.d.). Challenge and Opportunities: A Qualitative Exploration of Junior High School English Language Educators’ Perspectives on Implementing Differentiated Instruction.
Rumkoda, E. S., & Alinda, M. (2022). Using Differentiated Instruction Strategy to Improve Students’ Speaking Skill at the Tenth Grade of Students in Seminary Maria Bunda Segala Bangsa Senior High School in The Academic Year of 2021/2022. Edunipa Journal ISSN Print.
Sarnoto, A. Z. (2024). Model Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka. Journal on Education, 06(03).
Shareefa, M., Moosa, V., Zin, R. M., Abdullah, N. Z. M., & Jawawi, R. (2019). Teachers’ perceptions on differentiated instruction: Do experience, qualification and challenges matter? International Journal of Learning, Teaching and Educational Research, 18(8), 214–226. https://doi.org/10.26803/ijlter.18.8.13
Shareefa, M., Zaiham, N., Abdullah, M., Hj, R., Zin, A. M., University, R. J., Daarussalam, B., & Darussalam, B. (2019). Differentiated Instruction: Definition and Challenging Factors Perceived by Teachers. https://www.researchgate.net/publication/338209918
Suwartiningsih, S. (2021). Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPA Pokok Bahasan Tanah dan Keberlangsungan Kehidupan di Kelas IXb Semester Genap SMPN 4 Monta Tahun Pelajaran 2020/2021. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 1(2), 80–94. https://doi.org/10.53299/jppi.v1i2.39
Syarifuddin, S., & Nurmi, N. (2022). Pembelajaran Berdiferensiasi dalam Meningkatkan Hasil Belajar Matematika Siswa Kelas IX Semester Genap SMP Negeri 1 Wera Tahun Pelajaran 2021/2022. JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 2(2), 35–44. https://doi.org/10.53299/jagomipa.v2i2.184
Tajik, O., Noor, S., & Golzar, J. (2024). Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 74. https://doi.org/10.1186/s40862-024-00299-5
Talain, A., & Mercado, F. (2023). Teachers’ Perspectives on the Use of Differentiated Instruction for English Language Teaching. The Normal Lights, 17(2). https://doi.org/10.56278/tnl.v17i2.2152
Witraguna, K. Y., & Jaya, I. K. M. A. (2024). Differentiated Instruction: Analysis of Elementary School Teachers’ Understanding in Bali Q-Ta School. Pedagogia : Jurnal Pendidikan, 13(2), 225–237. https://doi.org/10.21070/pedagogia.v13i2.1614
Published
2026-03-31
How to Cite
Theodesia Lady Pratiwi, Balqis, N., & Prasodjo, P. (2026). Practices and Challenges: Riau Islands EFL Teachers’ View on Differentiated Instructions in Kurikulum Merdeka. PANYONARA: Journal of English Education, 8(1), 24-48. https://doi.org/10.19105/panyonara.v8i1.19269
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