Misconceptions in the Implementation of Differentiated Learning Among Teachers
Alviyatun Ni'mah (24402400039)
Differentiated learning is a teaching approach that tailors the learning process to the needs, interests, and abilities of students. This method enables teachers to design learning experiences that account for the diversity of students, rather than merely modifying existing issues, by providing comprehensive instruction (Wahyuningsih and Yuni, 2023). Differentiated learning enhances the diversity and uniqueness of students and offers them opportunities to learn naturally and efficiently (Fitriyah and Bisri, 2023). The objectives of differentiated learning include (1) meeting individual student needs, (2) improving student achievement, (3) increasing student motivation and interest in learning, (4) developing social and collaborative skills, (5) boosting student self-esteem, and (6) enhancing student engagement (Purnawanto, 2023). However, its implementation is often misunderstood by teachers, leading to suboptimal effectiveness. These misunderstandings stem from misconceptions about differentiated learning. Misconceptions are erroneous understandings or misinterpretations of a concept, information, or knowledge. They often arise when someone holds initial ideas that do not align with the facts or actual theories. In education, misconceptions can occur among students, teachers, or the general public and can hinder effective learning processes. Below are several misconceptions related to the application of differentiated learning.
a. Differentiated Learning is Only for High or Low-Ability Students
According to a survey conducted by the Center for Educational Research (2022), 68% of teachers in Indonesia still believe that differentiated learning is only relevant for students with special needs, not for all students in regular classes. Many teachers assume that differentiated learning is only necessary for students with extreme abilities, such as gifted students or those with learning difficulties. In fact, differentiated learning is designed for all students without exception. Each student has unique characteristics, whether in learning styles, speed in understanding material, or interest in specific topics (Anderson, 2021).
b. Differentiated Learning Equals Providing Different Assignments
Some teachers believe that implementing differentiated learning means giving different assignments to each student. While differentiation may involve varying tasks, the core of this approach is to adapt teaching methods, learning environments, and assessment techniques based on student needs. Differentiation does not necessarily mean creating unique tasks for every individual but rather modifying learning elements to be relevant for different student groups (Santangelo, 2020). A study by Universitas Pendidikan Indonesia (UPI) in 2021 showed that 52% of teachers tended to understand differentiation as merely task variation without considering aspects of the learning process and products.
c. Requires Excessive Resources and Time
Another common concern is the notion that differentiated learning demands excessive time and additional resources. While teachers initially need to invest time to understand student needs and design appropriate teaching strategies, proper planning and the use of tools like educational technology can make implementation more efficient. Moreover, this strategy can reduce the time spent addressing learning difficulties later on (Heacox, 2020). According to a report by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in 2022, 70% of teachers felt burdened by the time required for differentiation. However, schools utilizing technologies such as the Merdeka Belajar platform reported a 30% increase in time efficiency.
d. Difficult to Implement in Large Classes
Many teachers feel that differentiated learning is unrealistic in classrooms with a large number of students. Research conducted by the Teacher Education and Training Institute (LPPG) in 2022 found that teachers in large classes with more than 40 students successfully implemented differentiation through group-based learning, increasing student engagement by 25%. Although the challenges are greater, differentiation can still be applied. Teachers can use strategies such as group-based learning, flexible grouping, or technology to support diverse learning needs. Additionally, ongoing student observation can help teachers identify needs without providing intensive individual attention at all times (Gregory & Chapman, 2021).
e. All Aspects Must Be Differentiated Simultaneously
