Can the diversity of students and differentiated instruction achieve curriculum targets?

In the 21st century, education demands a transition from teacher-centered to student-centered methodologies. This shift is essential for equipping students with key 21st-century competencies, commonly known as the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity). To foster these skills, educators must support students with diverse characteristics in achieving proficiency in the 4Cs. Differentiated instruction is an educational strategy designed to address the unique needs, interests, and abilities of students within a classroom. This approach involves adapting the content, process, products, and learning environment to facilitate optimal learning for each student. Differentiated instruction is an ideal model for students, as it enables the enhancement of their potential in alignment with individual learning needs, including personal interests, learning readiness, and learning profiles. The aim of this article is to explore how differentiated instruction aligns with and supports the curriculum objectives in Indonesian education.This research is descriptive and involves the collection of various relevant references on differentiated instruction. The study employs a literature review method, which includes a theoretical analysis of multiple references related to scientific literature. The findings from this research indicate that differentiated instruction can accommodate the needs of each student, making it a highly suitable method for meeting the targets of the Merdeka curriculum

Redefining liberal arts education in the twenty-first century

A kutatási tevékenységem három fő terület metszéspontjában helyezkedik el. Ezek (1) a technológiával segített felsőoktatási tanulási folyamatokban a technológia hozzáadott értékének vizsgálata, (2) az online hallgatói preferenciák, attitűdök, azaz a hallgatói profil integrálásának lehetőségei, valamit (3) az online, valamint vegyes környezetben hatékonyan megvalósítható tanulási módszer/modell megtalálása. A célkitűzések megvalósításához a kutatás első fázisában az elektronikus oktatási környezetben tanulók tanulási folyamatait befolyásoló tényezők feltárására és ennek segítségével az elearning tananyagokba implementálandó reprezentációk feltérképezésére összpontosítottam. Nemzetközi szakirodalom alapján elkészítettem az ismertetett tanulási stílus modellek szintézisét táblázatos, valamint online gondolattérkép formájában, amelyben megtalálhatók az azonosított stílusjegyek jellemzői, valamint az egyes stílusok igényei, e-tanulási attitűdje, stílusának erősségei, gyengeségei, valamint az adott tanulási stílust támogató tevékenységek, aktivitások. Kísérleti elearning tananyagok alkalmazásával feltérképeztem a tanulók elearning tananyag elsajátításakor azonosítható attitűdjét, valamint online tanulását befolyásoló tényezőket, azaz az online tanulási stílusát és vizsgáltam annak relevanciáját az ELTE „Multimédia anyagok szerkesztése” kurzus hallgatóinak körében. A következő fázisban a technológiai környezetben megvalósított felsőoktatási kurzusokban a technológia és az alkalmazott oktatási módszertan hozzáadott értékét vizsgáltam. Az ELTE „Multimédia anyagok szerkesztése” kurzus keretében megvalósított és többszörösen finomított technológiával segített tanulási modellt, tudományos alapokra építve terv alapú kutatás, akciókutatás, valamint esettanulmány módszerével fejlesztettem. A kutatási tevékenységem legfontosabb eredménye a blended-learning hatékonyabbá tételét megcélzó, technológiával segített tanulási környezetben fejlesztett oktatási/tanulási modell (KÉPKE), amely Vygotsky elméletéből kiindulva integrálja a (K) kollaboratív hallgatói tudásépítés tervszerű megvalósítását, (É) értékelési készségek fejlesztését, (P) profil generálását és tudatosítását tanulási stílusra alapozva, (K) kritikus problémamegoldás és kreativitás fejlesztését, (E) egyéni értékelés megvalósítását. A következő lépésben, akciókutatás során megtörtént a kialakított KÉPKE modell implementálása a Budapesti Metropolitan Egyetemen két különböző LMS-be. A CooSpace rendszerbe, kihasználva a szolgáltatásait, a hiányzó elemeket külső alkalmazásokkal kiegészítve. A KÉPKE implementálása a Moodle rendszerbe a saját fejlesztésű kiegészítő modulok segítségével valósult meg. Mindkét rendszer esetén elemeztem a hallgatói aktivitásokat, az eredményességet. A hallgatói véleményeket leíró statisztikai és többváltozós statisztikai módszerekkel vizsgáltam. A dolgozatban esettanulmányként ismertettem, a két különböző egyetemen (Budapesti Corvinus Egyetem, Budapesti Mertopolitan Egyetem) az alapozó Informatika kurzus keretében bevezetett, a hallgatói aktivitást és tanulási élmény javítását célzó innovatív tanulásszervezési megközelítést. Az online környezetbe integrált célirányos elearning anyagokkal, és a megfelelően kiválasztott digitális technológiákkal, valamint aktív tanulást igénylő jelenéti alkalmakkal kialakított tükrözött osztályterem módszerével megvalósult az aktivitás növelése a kontaktórákon és a pozitív hallgatói visszajelzés.

Biology learning in senior high schools is expected to develop students’ critical thinking skills. Critical thinking skills are needed so that students can become independent learners who can manage their own learning. The purpose of this study was to determine the profile of biology learning that integrates critical thinking skills in senior high schools. The method used was a survey using questionnaires and interviews. The population was all the students of SMAN 2 Parepare city and the sample were class X students using purposive sampling technique. The results of the study showed that the profile of learning to think critically about critical thinking skills in biology learning of students at SMA Negeri 2 Parepare on critical thinking skills was obtained from 6 indicators in the form of the ability to interpret, analyze, evaluate, inference, explanation, and regulation with an average percentage of 66.12% in the good category. The results of the interviews also illustrate that learning to think critically has not been fully implemented in the learning process, especially in giving assignments and questions in evaluating student learning. Keywords: biology learning profile, critical thinking skills, indicators of critical thinking skills

The diversity of students in the classroom also indicates the diversity of their needs. Recognizing the needs of different student’s curriculum targets are adjusted based on developmental phases. To accommodate the diverse needs of students differentiated learning needs to be done in the classroom. Differentiated learning is an effort to adjust the learning process according to the readiness of students, interests, and student profiles obtained by educators from the results of diagnostic assessments. The objective of this paper is to compile a range of literature pertaining to how the practice of differentiated learning can align with the objectives set by the curriculum. The literature cited in this paper, which focuses on differentiated learning, comprises works that were published between 2018 and 2022. The findings from a review of several pieces of literature on differentiated learning indicate that differentiated learning can be done in one aspect or four aspects, there are content, process, product, and learning environment. Additionally, differentiated learning can increase students' motivation and engagement in the learning process. However, the effective implementation of differentiated learning requires a planned approach that is tailored to the context and characteristics of the class as well as the abilities and needs of the students.

This study aims to explore the integration of differentiated instruction and the development of students' critical thinking skills within the context of the Merdeka Curriculum (Independent Curriculum) in elementary mathematics education. Employing a Systematic Literature Review (SLR) method, this research analyzed 8 peer-reviewed journal articles published between [insert year range]. The findings reveal that differentiated instruction through content, process, product, and learning environment adjustments significantly contributes to enhancing students’ critical thinking skills, including analysis, evaluation, inference, and problem-solving abilities. Differentiation enables learning personalization based on students’ readiness, interests, and learning profiles, thereby creating equitable and inclusive learning environments. The implementation of differentiated learning media, such as digital worksheets and interactive e-modules, further supports student engagement and cognitive development. However, several challenges persist, including teachers’ limited competence in differentiation strategies, time constraints, and the demands of managing heterogeneous classrooms. Despite these challenges, differentiated instruction aligns with the principles of the Merdeka Curriculum, which emphasizes student agency, diversity, and the cultivation of 21st-century competencies. The review also highlights the crucial role of teacher training, curriculum support systems, and innovative teaching practices in optimizing the implementation of differentiation in mathematics instruction. This study recommends the institutionalization of professional development programs, the design of adaptive learning media, and further empirical research on the long-term impact of differentiation on students’ cognitive and character development. In addition, specific statistical results from the reviewed articles (e.g., effect sizes, sample characteristics) should be integrated where available to strengthen the synthesis. The integration of differentiated instruction and critical thinking within the Merdeka Curriculum represents a transformative shift toward inclusive, student-centered mathematics education in Indonesian elementary schools.

Ubiquitous learning is transforming education by enabling human-focused learning through seamless access to resources from anywhere. In addition, these tools enhance context understanding and make it easy to interact between real and digital learning resources, all while offering individualized learning opportunities. This research surveyed public sector university teachers in the Sindh and Punjab provinces of Pakistan to gather their opinions on how Web 2.0 tools and ubiquitous learning are affecting the development of 21st-century learning skills in students. The research aimed to assess the impact of Web 2.0 tools for ubiquitous learning (UL) on the critical thinking and collaboration skills of graduate-level students. To collect data, the study administered a self-developed questionnaire with 50 items rated on a 7-point Likert-type scale to 500 university teachers. This constituted the primary data for the research. According to the findings, ubiquitous learning has a noteworthy effect on fostering critical thinking and collaboration skills in university students. To make ubiquitous learning successful, both private and public sector universities must have adequate ICT infrastructure and provide teacher training that focuses on ICT-based teaching methods. The study can assist university teachers in establishing a ubiquitous learning (UL) environment that employs web 2.0 tools, thereby enabling students to effectively enhance their 21st-century learning skills, including critical thinking and collaboration.

Phenomenon Learning is a complex phenomenon in which learners can vary in their learning orientation, learning approaches, and perception of the learning environment. Learners may be characterized as mastery oriented or performance oriented, and this learning orientation can influence their learning approaches, such as whether to seek feedback or ask for help. The learning environment includes institutional assessment policies and informal interactions that emphasize outcomes and differentiation among students. When learners perceive the learning environment as performance oriented, they feel competition from other learners and fear negative feedback. This complex interplay of learning orientation, its influence on feedback-seeking behavior, and the environmental influence and reinforcement of both can be captured through learner profiles. Approach In this multi-institutional cross-sectional survey study of students from six U.S. medical schools, we investigated learner profiles that characterize how these domains manifest together across individual learners. We then determined how these profiles are associated with students’ clerkship grades. Measures included the Patterns of Adaptive Learning for learning orientation, self-reports for learning approaches, and perceptions of the learning environment. We used latent profile analysis to cluster students who share common characteristics around orientation, behavior, and environment. The relationship between these profiles and the percentage of honors earned was examined using multiple regression analysis. Findings We found four distinct learner profiles within 666 of 974 (68%) analyzable responses: (1) performance oriented with negative perceptions of environment, (2) mastery oriented with desirable learning approaches, (3) “average” group, and (4) mastery orientation only. Profile 1 (M = 39%) and Profile 4 (M = 38%) students received fewer clerkship honors compared with other profiles. Profile 2 students earned a significantly higher percentage of honors grades (M = 54%) compared with other students. Profile 3 students (average group) earned the second highest percentage of honors (M = 46%). Effect sizes comparing the percentage of honors varied from 0.32 to 0.65, indicating medium to large differences. Insights The highest performers, as measured by clerkship honors grades, were mastery oriented, perceived a more positive learning environment, and were comfortable asking questions and seeking feedback for their learning. The lowest performing students were performance oriented and had negative perceptions of their learning environments. Contrary to previous findings, we found that the relationship between mastery orientation and learning approaches is not unidirectional but rather seems to be mediated by perceptions of the learning environment.

The development of 21st-century skills becomes essential life skills in supporting individuals to adapt well to 21st-century life. One of the 21st-century skills that need is critical thinking skills. The development of student skills can be done through learning and appropriate assessments. The application of assessment for learning is an effort that can be done to develop student skills. The feedback provided can help students to plan and improve their learning strategies. However, the application of assessments in the learning process is often not optimal. Therefore, it is necessary to research the application of assessment for learning to improve students’ critical thinking skills. This study uses the quasi-experiment method with the pretest-posttest control group design. Assessment for learning through written feedback is applied to the experimental group, while the control group is given of conventional assessment. Indicators of critical thinking skills in this study were developed based on the Partnership for 21st Century Skills. The result showed that assessment for learning through written feedback can improve the critical thinking skill of students. This is indicated by the experimental group has higher critical thinking skill improvement than control groups in Pteridophyta and Bryophyta chapter.

As Michael Fullan (2001) so cogently asserts, the moral purpose of education is to equip students with the skills that will enable them to be productive citizens when they finish school. Whereas pre-21st century learning paradigms catered reasonably well for the pursuit of this moral purpose in turning out school leavers with specialized skills that were applicable in highly compartmentalized and specialized Industrial Age economies, 21st century skills require a new paradigm. In their seminal book entitled 21 st Century Skills: Learning for Life in Our Times, Trilling and Fadel (2009) eloquently elaborate on the essential skills for 21st century learning and occupations. I call the adoption of these essential skills the pedagogical paradigm shift. According to these leaders in the field, the essential skills for 21 st century learning and occupations fall into four domains. First are the core subjects and skills such as the orthodoxy 3Rs that every educated person should have mastery of. Second is the learning and innovations skills domain requiring skills such as critical thinking and problem solving. The third is the career and life skills domain, calling for skills such as collaboration, teamwork and leadership. Fourth, is the digital literacy skills domain, requiring skills such as computer literacy and digital fluency. While computers and digital technologies play a central role in the development and utilization of the skills, the more essential skills for 21st century learning and occupations relate not just to the application of technology but more importantly, to the ability to engage in independent critical thinking, and a high level of problem solving, often using technology. This paper reviews the learning paradigms that have guided pedagogy over the centuries and argues that a shift is needed in pedagogy and curriculum towards a paradigm that emphasizes critical thinking and problem solving as proposed by Trilling and Fadel (2009) within the social connectivist paradigm as well articulated by Siemens rather than the dominant Vygotskyian social constructivist paradigm.

COMPUTERS: AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION

Many researchers point out that in the context of the digital transition, which is rapidly introducing all sectors of society, a flipped classroom is a necessary method to implement an outcome-based learning curriculum at the tertiary level to train prospective professionals who meet the needs of employers. Therefore, we believe that the basis for the successful introduction of learning is, firstly, to diagnose the student's learning style, and secondly, to determine the student's learning outcome in the 21st century based on 4Cs; being proficient communicators, creators, critical thinkers, and collaborators. By doing this, 41 second-year students from two different groups studying in Business Administration at Mandakh university were selected non-randomly and divided into three groups on the basis of their learning styles. The EFL learners’ task performance is evaluated with the criteria (information and discovery, idea design, innovation, delivering an oral presentation, engaging in conversations and discussions) on the basis of 4Cs principles as variables. According to the data, Visual learners' critical thinking, Kinesthetic learners' creativity, and Audio learners' communication skills are dominant. Overall, we expect that the need for new pedagogical approaches in English classrooms to enhance students' essential skills in the 21st century, the flipped learning approach where the direct instruction in class-time and homework are reversed, has recently received significant attention from many language teachers, educators, and researchers. In today’s academic world, one of the learning environments that have gained acceptance is the learning and teaching management system. A learning management system, also known as a virtual learning environment, course management system, or learning platform, is a collection of software tools and Web-based technology that support the organization, administration, delivery, monitoring, and management of online education and training programs as well as the evaluation of particular learning processes.

21st-century education emphasizes six core competencies: critical thinking, creativity, collaboration, communication, character, and citizenship. However, the PISA 2022 results indicate that Indonesia’s performance remains relatively low, highlighting the need for improvement in developing students’ essential skills. This study aims to analyze the needs for innovative chemistry teaching materials that are integrated with ethnopedagogy and oriented toward 21st-century learning as an effort to enhance students’ 21st-century competencies. This research employed a descriptive qualitative approach conducted at SMP Negeri 1 Sei Bingai, Langkat Regency, using interviews, observations, and document analysis. The data were analyzed through four stages: data collection, data reduction, data presentation, and conclusion drawing. The results showed that the current science textbooks do not adequately support the development of 21st-century skills, and teachers reported that students’ competencies in this area remain low. All science teachers expressed the need for teaching materials integrated with ethnopedagogical. Furthermore, 74% of students indicated a need for innovative learning materials, 90% desired the integration of ethnopedagogy, and 94% supported the implementation of 21st-century learning approaches. These findings highlight the need for innovative, contextual, and culturally based chemistry materials to enhance students’ 21st-century skills and learning experiences.

This descriptive research aimed to analyze and describe the learners profile of Senior High School students at A Private Senior High School Cirebon in the academic 2022/2023. The subject of this study is the tenth grade students of Senior High School Cirebon. There were 4 students and 1 English teacher who were choosen as the subject of the study. Interview and literature review technique was applied in determining the subject. In order to collect the data for this study, the interviewed by face to face directly to find out how many characteristics Learners Profile their have in 21st century and find out the factors students have to make them successful as English students in 21st century. The research finding show that students get six characteristics of Learners Profile such as students have critical thinking, collaboration, a good communication, have creativity skill, have innovation think and their have own self-direction. To be a successfull English students must have grow a sense of motivation within yourself, have supportive learning community surround them and students uses media technology in learning English.

Critical Thinking (CT) ability is an essential skill needed in the 21st century. However, this skill is still under-explored by paying attention to the tendency of Learning Styles (LS) students when online learning is carried out. Therefore, this study aims to determine the differences in the improvement of students' CT abilities based on LS tendencies (visual, auditory, and kinesthetic) when online learning is carried out on algebraic function derivative application materials. Consisting of 4 essay questions given twice, before the sample in this study was a collection of CT, and LS ability scores of class XI science students in Langsa City, totaling 26 students. The researchers collected the data using an LS questionnaire of 30 statements and a written test of CT ability after online learning. Both instruments have been validated. The research method is a pre-experimental design with the type of one-group pretest-posttest. The results showed that (1) students had more dominant kinesthetic LS tendencies compared to visual and auditory LS; (2) students with visual LS have criteria for increasing critical thinking skills in the high category, while auditory and kinesthetic LS is in the medium category; (3) there is a significant difference in the acquisition of CT abilities between visual, auditory, and kinesthetic LS, where students with Visual LS outperform students with Auditory and kinesthetic LS; (4) there are differences in the improvement of CT abilities between students with visual, auditory, and kinesthetic styles in online learning. The improvement in CT ability of students with visual LS is greater than that of Auditory and kinesthetic LS.