Implementation of Differentiated Learning in Indonesian Language Courses: Realizing Freedom of Learning

Abstract

The low level of fulfillment of learning needs is an obstacle for students; besides that, the use of a curriculum that is still based on a rote system and the lack of diverse values result in students being passive in the teaching and learning process. As students have a variety of characteristics that must be met, one way of learning diversity is Indonesian. This research aims to see the results of differentiated learning in the implementation of the independent curriculum in Indonesian language subjects held in class IX-A at MAS As'adiyah Putri Sengkang as the subject of research. Then the approach taken is qualitative with a descriptive analysis method, which is carried out in two parts, namely activity analysis and other files. The results obtained show that differentiated learning is suitable for practice in the classroom environment at school as part of the learning requirements in Indonesian language lessons. So the hope is that students can develop their learning activities optimally. This can be seen in the evaluation section, which shows the diversity that exists within each student.

The implementation of differentiated learning in ELT: Indonesian teachers’ readiness

“…They include: 1) setting personalized learning goals for each student based on their individual strengths, weaknesses, and interests; 2) utilizing a variety of instructional methods, including direct instruction, group work, problem-based learning, and inquiry-based learning, to address various learning styles; 3) providing adaptive materials that match the complexity and difficulty level of students' abilities; 4) creating flexible groups based on students' specific needs, such as ability level, interest, or learning style, to ensure targeted instruction; 5) employing different types of assessments, such as quizzes, projects, and presentations, to assess students' progress and offer feedback; 6) offering additional support, such as extra practice, oneon-one tutoring, or peer collaboration, to students who require it; 7) encouraging student-centered learning by enabling students to choose topics, set their own goals, and reflect on their own progress; 8) encouraging collaborative learning by creating an environment where students can learn from and help each other; 9) giving individualized feedback that is specific, constructive, and based on each student's needs, and giving students the freedom to work at their own pace, and offer extra support or enrichment activities when necessary. These strategies can assist teachers in developing a learning atmosphere that is more inclusive and captivating, tailored to the diverse requirements of senior high school students in Indonesia (Fatmawati et al, 2023;Jufrianto et al, 2023;Lisdiana et al, 2018;Primadani, 2020;Wahyudi et al, 2023).…”