Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course

Alsalhi, Najeh Rajeh; Abdelrahman, Rasha; AbdelKader, Atef; Al-Yatim, Sharif Salim; Habboush, Mahmoud; Qawasmi, Abdellateef Al

doi:10.3991/ijet.v16i11.22303

Cited by 10 publications

(11 citation statements)

References 31 publications

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“…Differentiated learning is an effort to adjust the learning process in the classroom in order to achieve the learning needs of each student. Through this differentiated learning, it is hoped that it can meet learning needs and develop students' creative potential so that students can solve problems and be able to think critically (Alsalhi et al, 2021;Hadi et al, 2022). This follows the results of interviews conducted with grade 4 teachers at SD N 2 Walen, which showed that this differentiated learning is carried out to meet the various needs of different students by referring to aspects of student interest, readiness and abilities possessed by students.…”

Section: Discussionsupporting

confidence: 60%

Teacher’s Strategy in Growing Student Creativity through the Pancasila Student Profile Strengthening Project

Ferdiansyah

Kaltsum

2023

j. ilm. sekol. Dasar

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The low character of students, one of which is the level of creativity possessed by students, has decreased after experiencing online learning due to Covid-19. The purpose of this study was to analyse the teacher's strategy in fostering student creativity through project learning to strengthen Pancasila students and to describe the constraints experienced by the teacher and the solutions made by the teacher in carrying out project learning. This study uses a descriptive qualitative approach with a phenomenological model. The subjects in this study were teachers and 4th-grade elementary school students. Researchers collect data through observation, interviews, and documentation. The data analysis technique used is an interactive model from Miles and Haberman. The results showed that teachers used two strategies in cultivating students' character and creativity: differentiation learning and project learning to strengthen the Pancasila student profile. Constraints found in addition to the low creativity of students are the limited references to the independent curriculum books for grades 1 and 4, the low availability of facilities, and project learning support tools. Another obstacle is time management because project-based learning usually takes a long time. For this reason, the teacher needs the right strategy to foster student creativity. It is hoped that the implications of this research can be studied in more depth to complement and be used as a basis for other research.

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Section: Discussionsupporting

confidence: 60%

Teacher’s Strategy in Growing Student Creativity through the Pancasila Student Profile Strengthening Project

Ferdiansyah

Kaltsum

2023

j. ilm. sekol. Dasar

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“…The results indicated that there were statistically significant differences between the groups for the benefit of the empiric group that taught via DI. The results also revealed positive attitudes towards the strategy used (Alsalhi et al, 2021). It is also supported by another researcher investigating the effectiveness of Differentiated Instruction (DI) in improving reading comprehension skills in the EFL secondary stage in Bahrain (Saleh, 2021).…”

Section: The Implementation Of Teaching English Using Differentiated ...supporting

confidence: 63%

The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic

Nyoman

Hery³

2022

JPBI

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A large number of teachers are adopting one-size-fits-all teaching instruction for all students. However, the diversity of student characteristics should require teaching strategies that can meet various mixed abilities in the classroom. The study focused on analyzing the implementation of differentiated instruction and investigating the challenges encountered by the teacher in implementing differentiated instruction in teaching during the pandemic of Covid-19 in Senior High School. This research uses a descriptive qualitative research design assisted by observation and an interview. The researcher, observation sheet, interview guide, and documents were used as instruments to obtain the data. The participants of the study consisted of the researcher, an English teacher, and thirty-six students from class PBB 1. The data of the study were analyzed through components of the data analysis interactive model which included three concurrent activities such as data condensation, data display, and conclusion drawing and verification. The findings showed the implementation of differentiated instruction was partial. The teacher differentiated content, process, and product by following students' interests and learning profiles. However, the differentiation based on student readiness levels was not visible. The teacher only used eLearning, Zoom Video Conference, and WhatsApp groups, similar to how teachers commonly conducted online learning. In using differentiated instruction, the teacher encountered challenges associated with students' participation in a virtual class, a large number of students, a lack of time for planning, and group activities in learning that were limited.

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“…There are several reasons why DI is successful in increasing student achievement. First, implementing DI helps students learn and achieve learning objectives based on their ability level so that the learning process does not burden students (Alsalhi et al, 2021). In other words, differentiated learning fulfills students' needs so that they can learn better (Dorfberger & Eyal, 2023;Gheyssens, Consuegra, Engels, & Struyven, 2021;Pozas, Letzel-Alt, & Schwab, 2023).…”

Section: Effect Sizementioning

confidence: 99%

The impact of differentiated learning materials on students’ understanding of nationalism and global diversity

Ardiawan,

Lasmawan,

Dantes

et al. 2024

JEELR

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This study aims to determine the differentiated learning materials' impact on students' understanding of nationalism and global diversity. This research was a quasi-experimental study conducted by following a post-test-only control group design. Two classes from different schools were selected as research samples using a statistical matching technique. The researchers collected the data using tests and analyzed them using descriptive statistics and an independent t-test to achieve the study's objective. The results of the descriptive statistics showed that the experimental group had a higher score than the control group. It can be seen from the mean, minimum and maximum scores of the two groups. This result demonstrates that students who used varied learning resources had a greater comprehension of nationalism and global diversity. Furthermore, the independent t-test result confirmed that the differences in understanding were significant. In terms of the effect size, it confirms that differentiated instruction greatly affects students' understanding of nationalism and global diversity. Thus, this study concluded that differentiated learning materials affect students' understanding of nationalism and global diversity significantly. Thus, the researchers promote differentiated learning materials for teaching nationalism and global diversity based on the study results. Moreover, differentiated instruction may also be used for teaching different learning materials.

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Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course

Cited by 10 publications

References 31 publications

Teacher’s Strategy in Growing Student Creativity through the Pancasila Student Profile Strengthening Project

Teacher’s Strategy in Growing Student Creativity through the Pancasila Student Profile Strengthening Project

The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic

The impact of differentiated learning materials on students’ understanding of nationalism and global diversity

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